COURSE  OF  STUDY 

JMletttUe  $  uMk 


PS? 

OSCAR  F.  WEBER 

SUPERIN  TENDENT 


PRINTED  BY  ORDER  OF  THE 
BOARD  OF  EDUCATION, 
AUGUST,  1920 


Return  this  book  on  or  before  the 
Latest  Date  stamped  below. 


University  of  Illinois  Library 


JU1  2G  I9&5 


L161— H41 


Pages 

Arithmetic   36-  56 

Community  Civics  109-110 

Community  Life   . ..   90-  99 

Cooking  179-181 

Drawing   161-167 

Elementary  General  Science   111-142 

Geography   61-89 

Games  and  Plays   168-176 

Health  Habits  143-151 

History  .   99-109 

Household  Arts   179-182 

Hygiene  and  Sanitation   151-161 

Language   29-  36 

Manual  Training  *.  183-186 

Music  ...J.  189-191 

Penmanship   :  187-189 

Physical  Education   177-178 

Reading   4-  9 

Rhymes  and  Poems   10-  29 

Sewing   f  181-182 

Spelling    57-  61 

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9 


This  course  of  study  has  been  prepared  by  the  teachers  of  the 
Belleville  Public  Schools  under  the  direction  of  Miss  Pearl  M.  Tiley, 
Supervisor  of  Primary  Grades,  Mr.  F.  Win.  Keiner,  Supervisor  of 
Intermediate  Grades,  and  Mr.  Wm.  J.  Hanson.  Principal  of  the  Junior 
High  School. 


TIME  ALLOTMENT. 

The  time  schedule  of  studies  in  minutes  per  week,  is  given  in  the 
following  table : 


BELLEVILLE  PUBLIC  SCHOOLS. 

Time  Schedule — Minutes  per  Week. 


Grades. 

1 

II 

III 

IV 

V 

VI 

VII 

VIII  Total 

Arithmetic 

i 

*150 

*250 

*350 

*300 

#300 

*300 

300 

300- 

-2250 

Reading  .  .  . 

i 

*475 

*375 

*250 

*250 

*250 

*250 

150 

150- 

-2150 

Language  . 

50 

50 

125 

150 

150 

150 

75 

75- 

-  825 

Grammar  . 

75 

75- 

-  150 

Geography 

85 

125 

125 

125 

150 

150- 

-  760 

50 

50 

85 

125 

125 

125 

150 

150- 

-  860 

Gen.    Science  and 

Community  Life. 

50 

50 

100 

120 

120 

120 

300- 

-  860 

Spelling  .  .  . 

150 

175 

175 

150 

150 

150 

**45 

-1040 

Penmanship 

100 

75 

75 

75 

75 

75 

**30 

**30- 

-  535 

Drawing  .  . 

75 

75 

75 

75 

75 

75 

-  450 

Physiology 

and 

Hygiene 

25 

25 

30 

30 

30 

30 

150 

-  320 

Music  

100 

100 

100 

100 

100 

100 

600 

Physical  Training.. 

125 

125 

125 

75 

75 

75 

75 

75- 

-  750 

Manual  Training  or 

Domestic 

Science 

300 

300- 

-  600 

Recess 

150 

150 

150 

150 

150 

150 

75 

75- 

-1050 

.Music  and 

General 

\S*^>  Exercise 

**75 

**75- 

-  150 

.  Study 

150 

-  150 

5 

1500 

1500 

1725 

1725 

1725 

1725 

1800 

1800 

13500 

* — In  subjects  marked  *  classes  recite  separately.    Other  classes 
_  may  recite  together. 

** — Subject  to  change  as  soon  as  Junior  High  School  is  reor- 
ganized.  More  time  can  then  be  given  because  the  noon  intermission 
J   will  be  shortened.    In  grades  I  and  II,  the  time  for  phonics  is  in- 
s»   eluded  in  the  reading. 

\  451292 


READING. 


Grade  I. 

The  Beacon  system  of  phonics  is  used  with  the  reading  in  the 
primary  grades.  The  phonetic  chart,  cards,  and  word  builders  are 
used  as  outlined  in  the  system. 

The  first  reading  is  done  from  the  Beacon  Reading  Chart.  This 
is  followed  by  the  Beacon  Primer.  As  soon  as  possible  Brook's  First 
Reader  is  taken  up.  It  and  the  Beacon  Primer  form  the  basic  work 
for  this  grade. 

Supplementary  Readers: 


A  First  Reader. 
Art  Literature  Primer. 
Brook's  Primer. 
Cherry  Tree  Children. 
Outdoor  Primer. 
Summer's  Primer. 
Story  Readers'  Primer. 
Wide  Awake  Primer. 


Grade  I. 

Aldine  Primer. 
Blodgett  Primer. 
Brownie  Primer. 
Little  Kingdom  Primer. 
Rhyme  &  Story  Primer. 
Summer's  First  Reader. 
Two  Little  Indians. 
The  Winston  Primer. 

Grade  II. 


Brook's  Second  Reader  and  Beacon  First  Reader  are  the  basic 
books  for  this  grade.  Phonetic  drills  continue  as  outlined  in  the 
Beacon  Course. 

Supplementary  Readers : 


Aesop's  Fables. 

Boy  Blue  and  His  Friends. 

Child  Literature. 

Dutch  Twins. 

Fairy  Tales — Thompson. 

Grimm's  Fairy  Tales. 

Lodrix. 

Scudder's  Fables  &  Folk  Stories. 


Bow  Wow  &  Mew  Mew. 
Cats  and  Dogs. 
Children  of  the  Cliff. 
Eugene  Field  Reader.  . 
Folklore  Stories  and  Proverbs. 
Hiawatha  Primer. 
Tree  Dwellers. 
Beacon  First  Reader. 


Grade  III. 


The  basic  text  is  Brook's  Third  Reader. 

Supplementary  Readers 

Adventures  of  Pinocchio. 
Early  Cave  Men. 
Five  Little  Strangers. 
Merry  Animal  Tales. 
Mother  West  Wind's  Children 
Old  Mother  West  Wind. 
Hide  and  Seek  in  Forest  Land. 
Winston  Second  Reader. 


Book  of  Legends. 
Fairy  Tales — Shaw. 
Great  Americans. 
Mother    West    Wind's  Animal 
Friends. 

Mother  West  Wind's  Neighbors. 
Robinson  Crusoe. 
Kipling  Reader. 


Grade  IV. 


Brook's  Fourth  Header  is  used  as  the  basic  text. 

Supplementary  Readers: 

Spring.  Art  Music  Reader,  Book  T. 

Winter.  Four  Old  Greeks. 

Autumn.  Later  Cave  Men. 

Indian  Children.  Old  Greek  Stories. 

History  Stories  of  Other  Lands,  Water  Babies. 

Book  I.  Fourth  Reader — Horace  Mann. 

Third  Reader — Horace  Mann.  Story  Hour  Reader — Third  Reader 

Fourth  Reader — Baker-Thorndike.  The  Kipling  Reader. 

Grade  V. 

Brook's  Fifth  Reader  is  used  as  the  basic  text. 

Supplementary  Readers  : 

History  Stories  of  Other  Lands,  Life  in  the  Greenwood. 

Book  II.  .  Makers  of  Many  Things. 

Old  Stories  of  the  East.  Fifth  Reader — Baker-Thorndike. 

King  Arthur  and  His  Knights.  Art  Music  Reader — Book  II. 

Easy  Lessons  About  Common  Fourth   Reader — Coe's  School 

Things.  Reader. 

King  Arthur  and  His  Court.  American  Hero  Stories. 


Grade  VI. 

Brook's  Sixth  Reader  is  used  as  the  basic  text. 

Supplementary  Readers : 


Our  Gold  Mine. 

King  of  the  Golden  River. 

Song  of  Hiawatha. 

Tales  of  Troy. 

The  Iron  Star. 

Pioneer  History  Stories. 

Sixth  Reader — Baker-Thorndike. 

Sixth  Reader — Horace  Mann. 

Arabian  Nights. 


Tales  of  a  Grandfather. 
Wonderbook. 
Grandfather's  Chair. 
Bimbi. 

The  Dog  of  Flanders. 
Fifty  Famous  Rides  and  Riders. 
Stories    of    Thrift    for  Young 
Americans. 


JUNIOR  HIGH  SCHOOL 

ENGLISH. 

Reading. 

Beading,  for  thought  getting  and  for  pleasure,  although  it  has 
little  that  is  directly  in  common  with  oral  or  written  expression,  will 
be  carried  on  side  by  side  with  the  work  in  composition.  This  is  done 
in  order  to  have  variety  and  to  avoid  too  much  written  work  coming 
right  along  day  after  day.  As  the  periods  are  sixty  minutes  in  length, 
the  time  should  be  divided  equally  between  the  two  as  nearly  as  the 
work  in  hand  will  permit.  It  matters  little  which  comes  first,  but  a 
definite  order  should  be  strictly  followed. 

Home  Reading. 

The  teachers  are  to  be  the  leaders  in  the  home  reading  of  the 
pupils.  Knowing  the  pupils  and  the  available  books,  they  can  easily 
interest  the  boys  and  girls  in  books  they  will  like  and  should  read. 

To  the  Pupils. 

Every  young  person  would  like  to  become  well  informed  and 
through  this  information  grow  up  into  an  intelligent  and  useful 
citizen.  This  one  can  easily  do,  provided  one  early  forms  the  habit 
of  reading  thoughtfully.  The  time  to  begin  is  now,  not  tomorrow. 
A  regular  time  each  day  ought  to  be  set  aside  for  reading  until  one 
gets  the  reading  habit,  and  then  the  set  time  may  be  ignored,  for 
one '&  urge  of  mind  growth  and  increased  interest  in  the  affairs  of  the 
world  will  be  all  the  incentive  one  needs. 

Read  the  newspapers  for  the  great  events  that  are  happening. 
Nearly  all  of  the  magazines  in  the  Public  Library  have  important 
articles,  not  too  difficult  for  good  readers  in  the  Junior  High  School. 
For  all  pupils,  and  especially  for  the  seventh  and  eighth  grade  pupils, 
there  are  in  the  library  the  American  Boy,  St.  Nicholas,  Youth's  Com- 
panion, Baseball  Magazine,  and  the  National  Geographical  Magazine. 

Important  as  the  reading  of  magazines  and  the  newspapers  is, 
one  must  not  fritter  away  one's  time  reading  matter  that  is  nt>t  going 
to  make  one  bigger  in  mind  and  heart  and  soul. 

Good  books  are  even  more  interesting  than  are  the  magazines 
and  papers.  They  are  the  storehouses  of  the  best  thought  of  the  best 
thinkers  of  all  times.  At  your  own  bidding,  you  can  sit  at  the  feet  of 
the  greatest  story  tellers,  or  be  taken  by  the  hand  by  the  wisest  men 
and  women  the  world  has  produced,  who  will  do  their  best  to  interest 
and  instruct  you.  You'll  be  surprised  how  soon  one  can  acquire  the 
habit  of  systematic  reading  if  one  will  only  make  up  one's  mind  to 
put  in  the  ten  to  fifteen  minutes  every  day  no  matter  what  happens. 


—  7  — 


We  have  made  a  careful  selection  of  books  for  you  to  choose 
from,  and  your  teacher  will  gladly  help  you  to  select  the  ones  best 
adapted  to  your  needs.  During  each  semester,  read  not  less  than  eight 
or  ten  hundred  pages,  nor  more  than  twice  that  amount. 

Get  the  habit  of  reading  rapidly  but  thoughtfully.  At  the  end 
of  every  chapter,  stop  a  few  minutes  and  jot  down  in  a  notebook  the 
principal  points  read.  This  will  fix  the  thoughts  in  your  mind  and 
will  be  a  great  help  to  you  in  reporting  your  reading  to  the  teacher 
or  the  class  or  the  school. 

Home  Reading. 

*To  be  Read  in  Class. 
(For  the  Teachers  and  the  Pupils.) 

1.  Seven  Little  Sisters  (Andrews) — 7th. 

2.  Fifty  Famous  Stories  Retold  (Baldwin)— 7th. 

3.  Black  Beauty  (Sewell)— 7th. 

4.  Arabian  Nights  (Anonymous) — 7th. 

5.  Water  Babies  (Kingsley) — 7th. 

6.  Folk  Stories  and  Fables  (Tappan)— 7th. 

7.  Daniel  Boone  (Hill) — 7th. 

8.  Four  American  Patroits  (Burton) — 7th. 

9.  King  of  the  Golden  River  (Ruskin)— 7A. 

10.  Old  Greek  Stories  (Baldwin)— 7th. 

11.  Ten  Boys,  etc.  (Andrews) — 7th. 

12.  Little  Lame  Prince  (Muloch)— 7th. 

13.  King  Arthur  and  His  Knights  (Radford)— 7th  and  8th. 

14.  American  History  Stories  (Pratt) — 7th. 

15.  Four  Great  Americans  (Baldwin) — 7th. 

16.  Rab  and  His  Friends  (Brown) — 7th  and  8th. 

17.  Many  Sided  Franklin  (Ford)— 7th. 

18.  Stories  of  Invention  (Russell) — 7th. 

19.  Jungle  Book  (Kipling)— 7th  and  8th. 

20.  Merry  Adventures  of  Robin  Hood  (Pyle)— 7th  and  8th. 

21.  Wonder  Book  (Hawthorne)— 7th. 

22.  Tanglewood  Tales  (Hawthorne)— 7th. 

23.  American  Heroes  of  History  (McFee)—  7th  and  8th 

24.  Story  of  a  Bad  Boy  (Aldrich)— 7th. 

25.  De  Soto,  Marquette,  and  LaSalle  (Pratt)— 7th. 

1.  Geographical  Reader  (Carpenter)— 7th  and  8th. 

a.  Europe. 

b.  Asia. 

c.  Australia. 

d.  Africa. 

e.  North  and  South  America  (Chamberlain)- -7th  &  8th. 

2.  Tales  from  Shakespeare  (Lamb)— 7th  and  8th. 

3.  A  Hunting  of  the  Deer  (Warner)— V7th  and  8th. 


—  8  — 


*4.  Rip  Van  Winkle  (Irving)— 8th  and  8A. 

*5.  Courtship  of  Miles  Standish  (Longfellow) 8th.    8 A. 

*6.  Treasure  Island  (Stevenson) — 8A. 

7.  Little  Men  (Alcott)— 8th. 

8.  Little  Women  (Alcott)— 8th. 

#9.  Legend  of  Sleepy  Hollow  (Irving) — 8A. 

*10.  Christmas  Carol  (Dickens) — 8B. 

11.  Wild  Animals  I  Have  Known  (Seton)— 7th  and  8th.. 

*13.  Hiawatha  (Longfellow) — 7B. 

*14.  Evangeline  (Longfellow) — 8A. 

15.  Life  of  Washington  (Lodge) — 7th  and  8th. 

16.  Boys  of  '61  (Coffin)— 8th. 

17.  Pioneers  of  the  Mississippi  Valley  (McMurry) — 7th. 

18.  How  to  Become  a  Successful  Electrician  (Sloane) — 7th  &  8th. 
*19.  Man  Without  a  Country  (Hale)—  8A. 

*20.  Enoch  Arden  (TennysOn)— 8A. 

21.  American  Inventors  and  Inventions  (Mowry) — 7th  &  8th. 

*To  be  Read  in  Class. 
Age  of  Fable  (Bulfinch)— 8th. 

Hero  Tales  from  American  History  (Lodge  &  Roosevelt). 
Boy's  Life  of  Lincoln  (Nicolay) — 8th. 
Tom  Sawyer  (Mark  Twain)— 8th. 
Snow  Bound  (Whittier)— 8th.  8A. 
Gulliver's  Travels  for  Young  Readers  (Chapman) — 8th. 
Call  of  the  Wild  (London)— 8th. 
Florence  Nightingale  (Richards) — 8th. 
Boy  Scouts  (Seton) — 8th. 
Captains  of  Industry  (Parton) — 8th. 
The  Great  Stone  Face  (Hawthorne) — 7th  and  8th. 
Robinson  Crusoe  (DeFoe) — 8th. 
Golden  Touch  (Hawthorne)— 7B. 
A  Dog  of  Flanders  (Ouida) — 7th. 
The  Three  Golden  Apples  (Hawthorne)—  7B. 
The  Miraculous  Pitcher  (Hawthorne) — 7B. 
Idle  Thoughts  of  an  Idle  Fellow  (Jerome) — 8th. 

POEMS. 

Read  in  class  and  memorize  those  marked  #. 

America — 7B.  £ 
Columbia,  the  Gem  of  the  Ocean — 7B. 
The  Star  Spangled  Banner  (omit  3rd  stanza) — 7B. 
The  American  Flag  (Jos.  Rodman  Drake) — 8th.  v 
Columbus — 7B. 

The  Charge  of  the  Light  Brigade— 8B. 
Excelsior — 7  A. 


1. 

2. 

3. 

4. 
*5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
•13. 

14. 
*15. 
•16. 
17. 


*1. 
*2. 

4' 


—  9  — 


8.    Make  Way  for  Liberty  (Jas.  Montgomery)  - 8th. 

*9,    We  Are  Seven— 7B. 

10.  The  Battle  of  Blenheim— 7 A. 
•11.  The  Barefoot  Boy— 8A  boys. 
*12.    Paul  Revere— 8B. 

13.    The  Pied  Piper  of  Hamelin  Town— 8th. 
*14.    Alexander  Silkirk  (Cowper)—  7 A. 

15.  The  Bells— 8A. 

16.  The  Brook— 8A. 

17.  Lochinvar — 8A. 

•18.    Maud  Muller— 8A  girls. 
•19.    The  Ship  of  State— 7A. 
*20.    The  Psalm  of  Life— 8A. 

21.  Thanatopsis — 8A. 

22.  To  a  Waterfowl— 8A: 

23.  The  May  Queen— 7B. 

24.  The  Heritage  (Lowell)— 8A. 

25.  The  Present  Crisis  (Lowell)— 8A. 

•26.    Your  Flag  and  My  Flag  (Nesbit)— 7A. 

27.  Barbara  Fritchie  ( Whittier)— 8B. 

28.  Ring  Out  Wild  Bells— 8A. 

29.  Captain!  My  Captain  !— 8  A. 
•30.    The  Gettysburg  Address— 8A. 

31.  Rienzi's  .Address  to  the  Romans — 8A. 

32.  Anthony's  Oration  on  Caesar — 8A. 
*33.    A  Man's  a  Man  for  A 'That— 8A. 

34.    One  Horse  Shay— 8A. 
*35.    The  Blue  and  Gray— 8A. 
*36.    Home,  Sweet  Home— 8B. 

37.  Elegy  Written  in  a  Country  Church-Yard — 8A. 

38.  The  Vagabonds  (J.  T.  Trowbridge)— 8A. 

39.  The  Boys  (0.  W.  Holmes)— 8A. 

*40.    If  To  Do  Were  As  Easy,  etc.  (M.  of  V.)— 7th  and  8th. 

Comment. 

Silent  reading  should  be  practiced  at  least  thirty  minutes  once 
a  week.  Give  the  children  a  minute  or  two  to  read  as  much  as  a  good 
reader  ought  to  read  in  the  time  allotted.  Ask  them  to  close  their 
books  and  then  test  them  to  see  if  they  can  reproduce  all  of  the 
thought.  See  if  you  cannot  constantly  increase  the  reading  to  be 
done  each  minute  until  their  maximum  is  reached. 


—  10  — 


RHYMES  AND  POEMS. 

KINDERGARTEN. 


Five  little  squirrels  up  in  a  tree, 
This  squirrel  says,  "What  do  I 
see?" 

This  squirrel  says,  "I  smell  a 
gun ! ' ' 

This  squirrel  says,  "0  let 's  run 1 ' ' 
This  squirrel  says,  "Let's  hide  in 

the  shade!" 
This    squirrel    says,    "I'm  not 

afraid!" 
Bang!  went  a  gun,  and  they  rail. 

every  one. 


Jack  be  nimble,  Jack  be  quick, 
Jack  jump  over  the  candle  stick. 


Rock-a-bye  baby,  on  the  tree-top, 
When  the  wind  blows,  the  cradle 

will  rock; 
If  the  bough  bends,  the  cradle 

will  fall, 
And  down  will  come  rock-a-bye, 

baby  and  all. 


Ding  dong  bell, pussy's  in  the  well, 
Who  put  her  in?   Little  Johnny 
Green. 

Who  pulled  her  out?  Big  Johnny 
Stout. 

What  a  naughty  boy  was  that 
To  try  to  drown  poor  pussy-cat, 
Who  never  did  him  any  harm 
But  killed  the  mice  in  his  father's 
barn. 


Little  Boy  Blue,  come  blow  your 
horn, 

The  sheep  are  in  the  meadow,  the 

cows  in  the  corn. 
Where  is  the  little  boy  that  tends 

the  sheep? 
He  is  under  the  hay-stack  fast 

asleep. 


Jack  and  Jill  went  up  the  hill, 
To  get  a  pail  of  water; 
Jack  fell  down  and  broke  his 
crown, 

And  Jill  came  tumbling  after. 


Little   Jack   Horner,    sat    in  a 

corner, 
Eating  a  Christmas  pie; 
He  put  in  his  thumb,  and  pulled 

out  a  plum. 
And  said,   "What  a  good  boy 

am  I!" 


Little  Miss  Muffet,  sat  on  a  tuffet, 

Eating  curds  and  whey ; 

There  came  a  big  spider,  and  sat 

down  beside  her, 
And  frightened  Miss  Muffet  away. 

  (Song.) 

This  little  cow  eats  grass, 
This  little  cow  eats  hay, 
This  little  cow  drinks  water, 
This  little  cow  runs  away. 
This  little  cow  does  nothing 
But  just  lie  down  all  day. 
We'll  whip  her! 


Diddle,  diddle  dumpling,  my  son 
John 

Went  to  bed  with  his  stocking  on, 
One  stocking  off,  one  stocking  on, 
Diddle,  diddle  dumpling,  my  son 
John.    (Song.) 

There  was  an  old  woman  who  lived 
in  a  shoe, 

She  had  so  many  children,  she 
didn't  know  what  to  do. 

She  gave  them  some  broth  with- 
out any  bread 

And  whipped  them  all  soundly, 
and  sent  them  to  bed. 


—  11  — 


Humpty  Dumpty  sat  on  a  wall, 
Humpty  Dumpty  had  a  great  fall, 
All  the  king's  horses  and  all  the 

king's  men, 
Couldn 't  put  Humpty  Dumpty  to- 
gether again.  (Song.) 


One  two,  buckle  my  shoe; 
Three  four,  shut  the  door; 
Five  six,  pick  up  sticks; 
Seven  eight,  lay  them  straight; 
Nine  ten,  a  good  fat  hen. 


Pussy  cat,  pussy  cat,  where  have 

you  been? 
I've  been  to  London  to  visit  the 

queen. 

Pussy  cat,  pussy  cat,  what  saw  you 
there? 

I  saw  a  little  mouse  under  a  chair. 


Mary,  Mary,  quite  contrary,  how 
does  your  garden  grow? 

With  silver  bells  and  cockle  shells 
and  pretty  maids  all  in  a  row. 


Wee  Willie  Winkie  runs  through 

the  town, 
Upstairs  and  downstairs,  in  his 

nightgown. 
Rapping  at  the  window,  crying 

through  the  lock: 
' 1  Are  the  children  in  their  beds, 

for  now  it's  eight  o'clock." 
(Song.) 


Bow  wow  wow,  whose  dog  art 
thou? 

Little  Tommy  Tinker's  dog,  Bow 
wow  wow. 


Hey  diddle  diddle,  the  cat  and  the 
'  fiddle, 

The  cow  jumped  over  the  moon; 
The  little  dog  laughed  to  see  such 
sport, 


And  the  dish  ran  away  with  the 
spoon. 


Baa  baa  black  sheep,  have  you 

any  wool? 
Yes  sir,  yes  sir,  three  bags  full; 
One  for  my  master,  one  for  my 

dame, 

And  one  for  the  little  boy  that 
lives  in  the  lane.  (Song.) 


Sing  a  song  of  sixpence,  a  pocket 

full  of  rye, 
Four  and  twenty  blackbirds  baked 

in  a  pie. 

When  the  pie  was  opened,  the 

birds  began  to  sing, 
Wasn't  that  a  dainty  dish,  to  set 

before  the  king?  (Song.) 


Little  Bo  Peep  has  lost  her  sheep 
and  can't  tell  where  to  find 
them, 

Leave  them  alone  and  they  ?11 
come  home,  wagging  their 
tails  behind  them.  (Song.) 


Pat-a-cake  ,  pat-a-cake,  baker's 
man ! 

So  I  will  Master  as  fast  as  I.  can. 
Eoll  it,  and  prick  it,  and  cross  it 
with  T, 

And  toss  it  in  the  oven  for  baby 
and  me ! 


Ride   a  rock-horse   to  Banbury 
Cross, 

To  see  an  old  woman  upon  a  white 
horse ; 

Rings  on  her  fingers,  and  bells  on 

her  toes, 
She  shall  have  music  wherever  she 

goes! 


—  12  — 


There  was  a  crooked  man,  and  he 

went  a  crooked  mile ; 
He   found   a   crooked  sixpence 

against  a  crooked  stile. 
He  bought  a  crooked  cat,  which 

caught  a  crooked  mouse ; 
And  they  all  lived  together,  in  a 

little  crooked  house. 


Bye,  Baby-bunting 
Daddy's  gone  a-hunting 
To  get  a  little  rabbit's  skin, 
To  wrap  the  baby-bunting  in. 
(Song.) 


Little  Tommy  Tucker 
Sings  for  his  supper. 
What  shall  he  eat  ? 
White  bread  and  butter; 
How  shall  he  cut  it 
Without  any  knife? 
How  shall  he  marry 
Without  any  wife? 


Old  Mother  Hubbard 

She  went  to  the  cupboard 

To  get  her  poor  dog  a  bone ; 

When  she  got  there, 

The  cupboard  was  bare 

And  so  the  poor  dog  had  none. 


Little  Robin  Redbreast 
Sat  upon  a  rail; 
Niddle-noddle  went  his  head, 
Wiggle-waggle  went  his  tail. 


Little  drops  of  water, 
Little  grains  of  sand 
Make  the  mighty  ocean 
And  the  pleasant  land. 


I'll  tell  you  a  story 

About  Jack  a'  Nory 

And  now  my  story's  begun, 

I'll  tell  you  another 

About  Jack  and  his  brother, 

And  now  my  story's  done. 


Lady-bird,  lady-bird 
Fly  away  home ! 
Your  house  is  on  fire ! 
Your  children  will  burn. 


Peas-porridge  hot ! 
Peas-porridge  cold! 
Peas-porridge  in  the  pot 
Nine  days  old! 
Some  like  it  hot, 
Some  like  it  cold, 
Some  like  it  in  the  pot 
Nine  days  old. 


To  market,  to  market  to  buy  a  fat 
pig! 

Home  again,  home  again,  jiggety- 

To  market,  to  market  to  buy  a 
fat  hog! 

Home  again,  home  again,  jiggety- 
."jog! 

To  market,  to  market,  to  buy  a 

plum-bun ! 
Home  again,  home  again,  market 

is  done ! 


See-saw,  Margery  Daw, 
Jack  shall  have  a  new  master ; 
He  shall  have  but  a  penny  a  day, 
Because  he  can't  work  any  faster. 


Little  Polly  Flinders 
Sat  among  the  cinders, 
Warming  her  pretty  little  toes; 
Her  mother  came  and  caught  her, 
And  whipped  her  little  daughter 
For  spoiling  her  nice  new  clothes. 
Jack  Spratt  could  eat  no  fat, 
His  wife  could  eat  no  lean ; 
And  so  betwixt  them  both,  you 
see, 

They  kept  the  platter  clean. 


—  13  — 


This  little  pig  went  to  market ; 
This  little  pig  stayed  at  home ; 
This  little  pig  had  roast  beef; 
This  little  pig  had  none; 
This  little  pig  cried,  "Wee,  wee, 

wee," 
All  the  way  home ! 


Old  King  Cole  was  a  merry  old 
soul, 

And  a  merry  old  soul  was  he ; 
He  called  for  his  pipe,  and  he 

called  for  his  bowl, 
And  he  called  for  his  fiddlers 

three. 


The  Queen  of  Hearts  she  made 

some  tarts, 
All  on  a  summer's  day, 
The  Jack  of  Hearts,  he  stole  those 

tarts 

And  then  he  ran  away. 


Higgilty,  piggilty,  my  black  hen, 
She  lays  eggs  for  gentlemen, 
Sometimes  nine   and  sometimes 
ten, 

Higgilty,  piggilty,  my  black  hen. 


RHYMES  AND  POEMS. 


GRADE  I. 


A  sunshiny  shower 

Will  not  last  half  an  hour. 


March  winds  and  April  showers 
Bring  forth  the  May  flowers. 


Politeness  is  to  do  and  say 
The  kindest  thing  in  the  kindest 
way. 


Tulips  in  the  garden  grow; 
Don't  they  make  it  gay? 
I'm  very  fond  of  tulips; 
I'll  pick  one  if  I  may. 


I  had  a  little  pony, 

His  name  was  Dapple-Gray; 

I  lent  him  to  a  lady 

To  ride  a  mile  away; 

She  whipped  him,  she  lashed  him, 

She  rode  him  thru  the  mire; 

I  would  not  lend  my  pony  now 

For  all  the  lady's  hire. 


When  she  was  good, 
She  was  very,  very  good, 
But  when  she  was  bad,  she  was 
horrid. 


Dance,  little  Baby,  dance  up  high : 
Never  mind,  Baby,  Mother  is  by; 
Crow  and  caper,  caper  and  crow, 
There,  little  Baby,  there  you  go! 
Up  to  the  ceiling,  down  to  the 
ground, 

Backward,  and  forward,  round 

and  round; 
Dance,  little  Baby,  and  Mother 

will  sing, 
While  the  merry  bells  go  ting-a- 

ling-ling. 


There  was  a  little  girl, 
And  she  had  a  little  curl, 
And  it  hung  right  down  on  her 
forehead ; 


Great  A,  little  a, 
Bouncing  B, 

The  cat's  in  the  cupboard, 
And  she  can't  see. 


Georgie-porgie,  pudding  and  pie, 
Kissed  the  girls  and  made  them 
cry; 

When  the  girls  went  out  to  play 
Georgie-porgie  ran  away. 


—  14  — 


Cloud,  cloud,  don't  stay  today, 
But  spread  your  wings,  and  fly 
away. 


There  was  a  man  of  our  town, 
And  he  was  wond'rous  wise; 
He  jumped  into  a  bramble-bush, 
And  scratched  out  both  his  eyes; 
And  when  he  saw  his  eyes  were 
out. 

With  all  his  might  and  main, 
He  jumped  into  another  bush 
And  scratched  them  in  again. 


The  north  wind  doth  blow,  and 

we  shall  have  snow, 
And  what  will  poor  Robin  do 

then,  poor  thing? 
He'll  sit  in  the  barn,  and  keep 

himself  warm, 
And  hide  his  head  under  his  wing, 

poor  thing. 


Mother  often  tells  me,  and  of 

course  she  knows, 
That  clean  hands  and  face  make 

me  sweet  as  a  rose. 


Cushy  cow  bonny,  let  down  thy 
milk, 

And  I  will  give  thee  a  gown  of 
silk; 

A  gown  of  silk  and  a  silver  tee 
If  you  will  let  down  thy  milk  to 
me. 


Old    woman,    old    woman,  old 

woman,  said  I, 
0  whither,  0  whither,  0  whither, 

so  high? 
To  sweep  the  cobwebs  from  the 

sky, 

And  I  shall  be  back  bye  and  bye. 


Little  robin  redbreast  sat  upon  a 
tree, 

Up  went  pussy  cat,  down  went  he  ;  I 


Down  came  pussy  cat,  away  robin 
ran  ; 

Said  little  robin  redbreast,  "Catch 
me  if  you  can. ' ' 


Thistle    seed,    thistle    seed,  fly 

away,  fly; 
The  hair  on  your  body  will  take 

you  up  high ; 
Let  the  wind  whirl  you  around  and 

around, 

You  11  not  hurt  yourself  when  you 
fall  to  the  ground. 


Now  the  leaves  come  fluttering 
down, 

Red,    and    yellow,    russet  and 
brown, 

Gently  falling,  one  by  one, 
Ready  to  sleep,  for  their  work  is 
done. 


Good  night, 

Sleep  tight, 

Wake  up  bright 

In  the  morning  light, 

To  do  what's  right 

With  all  your  might. 


Two  eyes  and  only  one  mouth 

have  you; 
The  reason  for  this  must  be 
That  you  should  learn  that  it  will 

not  do 
To  talk  about  all  you  see. 


Some  little  mice  sat  in  a  barn  to 
spin, 

Pussy  came  by  and  put  her  head 
in; 

"Shall  I  come  in  and  cut  off  your 

threads  ?" 
"0  no,  kind  sir,  you  would  cut  off 

our  heads!" 


If  wishes  were  horses,  beggars 

would  ride; 
If  turnips  were  watches,  I  would 

wear  one  by  my  side. 


If  all  the  world  were  apple  pie, 
and  all  the  sea  were  ink, 

And  all  the  trees  were  bread  and 
cheese,  what  should  we  have 
to  drink? 


Simple  Simon  met  a  pieman 
Going  to  the  fair; 
Said  Simple  Simon  to  the  pieman, 
"Let  me  taste  your  ware." 
Said  the  pieman  to  Simple  Simon 
"Show  me  first  your  penny." 
Said  Simple  Simon  to  the  pieman, 
"Indeed  I  haven't  any." 


"I  saw  a  ship  a-sailing" — Page 
103,  Reader. 


I  love  little  kitty, 
Her  coat  is  so  warm, 
And  if  I  don't  hurt  her 
She'll  do  me  no  harm. 

She  never  does  mischief 
But  always  is  nice, 
And  at  night  in  the  kitchen 
She  watches  for  mice. 

She  sleeps  in  a  basket 
And  has  a  good  nap, 
And  at  night  in  the  kitchen 
She  watches  for  mice. 

So  I'll  not  pull  her  tail 
Nor  drive  her  away, 
But  kitty  and  I 
Very  gently  will  play. 


THE  COW. 


The  friendly  cow,  all  red  and 
white, 

I  love  with  all  my  heart; 


She  gives  me  cream  with  all  her 
might 

To  eat  with  apple  tart. 

She   wanders   lowing   here  and 
there, 

And  yet  she  can  not  stray ; 
All  in  the  pleasant  open  air, 
The  pleasant  light  of  day. 

And  blown  by  all  the  winds  that 
pass, 

And  wet  by  all  the  showers 
She  walks  among  the  meadow 
grass, 

And  eats  the  meadow  flowers. 

— R.  L.  S. 


My  face  is  as  round  as  your's, 

little  girl, 
But  I  have  no  eyes  to  see; 
My  hands  are  busy  the  live-long 

day, 

As  busy  as  they  can  be ; 
Sometimes  they  speak  that  you 

may  know 
How  fast  the  hours  and  minutes 

go. 


THANKSGIVING  DINNER. 


A  bustle  in  the  kitchen, 
A  smell  of  cakes  and  pies, 
Children  running  everywhere, 
With  bright  and  wondering  eyes. 

Rows  and  rows  of  good  things 
On  the  closet  shelves, 
A  cunning  little  table, 
All  to  themselves. 

Such  a  splendid  dinner 
Coming  on  at  last, 
Knives  and  forks  a-clattering, 
Tongues  that  go  as  fast. 


—  16  — 


Apples  in  the  evening, 
Lots  of  merry  play; 
All  this  fun  at  Grandma's 
On  Thanksgiving  Day. 


SANTA. 


Who  is  it  comes  with  his  reindeer. 

Over  the  ice  and  snow? 

With  a  sleigh  just  full  of  good 

things  ? 
Tell  me  if  you  know. 

Just  listen  to  his  sleigh  bells, 
They  are  ringing  out  so  clear, 
And  they  tell  us  as  we  listen 
That  Santa  Claus  is  near. 

Santa  Claus  came  down  the  chim- 
ney, 

But  I  tell  you  he  was  black ! 
Soot  got  on  his  hair  and  whiskers, 
Soot  got  on  his  precious  pack. 

Then  the  wise  old  fellow  won- 
dered 

"Here's  a  pretty  howd'y  do — 
I  should  say  these  careless  people 
Quite  forgot  to  clean  their  flue." 

Guess  I'll  have  to  leave  a  note 
Pasted  up  against  the  wall — 
"When  you're  looking  for  my 
visit 

Clean  your  chimneys,  one  and 
all." 


ROBIN'S  SONG. 


I  hear  a  cheery  song, 
'Tis  little  robin  red. 
"Get  up,  get  up,"  he  seems  to 
sing, 

"Get  up  from  sleepy  bed. 


"Fly  in  the  cool  air  sweet, 
Run  in  the  grass  with  me, 
Watch  out  for  worms;  they're 

good  to  eat, 
I  pick  up  all  I  see. 

"Why  do  you  lie  in  bed 
When  waking  is  such  fun? 
Night  is  the  time  for  rest  and 
sleep, 

But  joy  comes  with  the  sun." 


THE  DANDELION. 


0  dandelion,  yellow  as  gold,  what 

do  you  do  all  day? 

1  just  wait  here  in  the  tall  green 

grass,  till  the  children  come 
to  play. 

0  dandelion,  yellow  as  gold,  what 

do  you  do  all  night? 

1  wait  and  wait  till  the  cool  dews 

fall,  and  my  hair  grows  long 

and  white. 
And  what  do  you  do  when  your 

hair  is  white  and  the  children 

come  to  play? 
They  take  me  up  in  their  dimpled 

hands,    and   blow   my  hair 

away. 


THE  SWING. 


How  do  you  like  to  go  up  in  a 

swing, 
Up  in  the  air  so  blue  ? 
Oh,  I  do  think  it  the  pleasantest 

thing 

Ever  a  child  can  do! 

Up  in  the  air  and  over  the  wall, 
Till  I  can  see  so  wide, 
Rivers  and  trees  and  cattle  and  all 
Over  the  countryside. 


Till  I  look  down  on  the  garden 
green, 

Down  on  the  roof  so  brown — 
Up  in  the  air  I  go  flying  again, 
Up  in  the  air  and  down. 

— E.  L.  S. 


The  red  is  for  love, 
The  bine  is  for  true, 
And  the  white  is  for  purity. 


Be  good  and  you  will  be  happy. 


East  or  west, 
Home  is  best. 


When  buds  of  March  begin  to 
swell 

'Tis  time  for  chicks  to  break  the 
shell. 


" Lincoln,  brave  and  true, 
Our  hearts  honor  you, 
Long  wave  the  flag  you  loved, 
Red,  white  and  blue." 


1  love  the  name  of  Washington, 
I  love  my  country,  too, 
I  love  the  flag,  the  dear  old  flag, 
Of  red,  white  and  blue. 


THE  NEW  MOON. 


Dear  Mother,  how  pretty  the  moon 

looks  tonight ! 
She  was  never  so  cunning  before ; 
Her  two  little  horns  are  so  sharp 

and  so  bright 
I  hope  she  '11  not  grow  anymore. 

If  I  were  up  there,  with  you  and 

my  friends, 
We'd  rock  in  it  nicely  you'd  see; 
We'd  sit  in  the  middle  and  hold 

by  both  ends; 
0  what  a  bright  cradle  'twould 

be! 


We'd  call  to  the  stars  to  keep  out 

of  the  way, 
Lest  we  should  rock  over  their 

toes ; 

And  then  we  would  rock  till  the 

dawn  of  the  day 
And  see  wThere  the  pretty  moon 

goes. 

And  there  we  would  stay  in  the 

beautiful  skies, 
And  through  the  bright  clouds  we 

would  roam; 
We'd  see  the  sun  set  and  see  the 

sun  rise, 

And  on  the  next  rainbow  come 
home.  — Eliza  Follen. 


SANTA  CLAUS. 


Christmas    morning    clear  and 
bright, 

Who  do  you  think  was  here  last 
night  ? 

Bundled  in  fur  from  top  to  toe — 
I  won't  tell  for  I  think  you  know. 

Who  was  it  came  from  cold  snow 
land, 

Driving  gaily  his  eight  in  hand? 
Sleigh  piled  up  with  wonderful 
*  toys — 

Who  was  it?    Tell  me  girls  and 
boys? 

Who  was  it  down  the  chimney 
crept, 

While  all  the  children  soundly 
slept 

Filled  the  stockings  and  packed 
them  all 

With  " Merry  Christmas,  one  and 
all?"  ' 


—  18  — 


RHYMES  AND  POEMS. 

GRADE  II. 


A  LINNET. 


A  linnet  in  a  gilded  cage — 

A  linnet  on  a  bough, — 

In  frosty  winter  one  might  doubt 

Which  bird  is  luckier  now. 

But  let  the  trees  burst  out  in  leaf, 
And  nests  be  on  the  bough, 
Which  linnet  is  the  luckier  bird, 
Oh,  who  could  doubt  it  now? 

— C.  Rossetti. 


A  DIAMOND  OR  A  COAL? 


A  diamond  or  a  coal? 

A  diamond,  if  you  please; 

Who  cares  about  the  clumsy  coal 

Beneath  the  summer  trees? 

A  diamond  or  a  coal? 

A  coal,  sir,  if  you  please ; 

One  comes  to  care  about  the  coai 

At  times  when  waters  freeze. 

— C.  Rossetti. 


AT  THE  SEASIDE. 


When  I  was  down  beside  the  sea 
A  wooden  spade  they  gave  to  me 
To  dig  the  sandy  shore, 
My  holes  were  empty  like  a  cup, 
In  every  hole  the  sea  came  up, 
Till  it  could  come  no  more. 

— R.  L.  Stevenson. 


WHOLE  DUTY  OF  CHILDREN. 


A  child  should  always  say  what's 
true, 

And  speak  when  he  is  spoken  to, 
And  behave  mannerly  at  table, 
At  least  as  far  as  he  is  able. 

— R.  L.  Stevenson. 


RAIN. 


The  rain  is  raining  all  around, 
It  falls  on  field  and  tree, 
It  falls  on  the  umbrellas  here, 
And  on  the  ships  at  sea. 

— R.  L.  Stevenson. 


DAISIES. 


Where    the    pretty  bright-eyed 

daisies  are, 
With  blades  of  grass  between, 
Each  daisy  stands  up  like  a  star 
Out  of  a  sky  of  green. 

— C.  Rossetti. 


THE  LITTLE  ELF. 


I  met  a  little  Elf-man  once, 
Down  where  the  lilies  blow, 
I  asked  him  why  he  was  so  small, 
And  why  he  didn't  grow. 

He  slightly  frowned,  and  with  his 
eye 

He    looked    me    through  and 

through ; 
"  I 'm  quite  as  big  for  me, ' '  said  he, 
"As  you  are  big  for  you." 

— John  Kendrick  Bangs. 


THE  BIRTHDAY  GIFT. 


What  can  I  give  him, 

Poor  as  I  am? 

If  I  were  a  shepherd 

I  would  bring  a  lamb; 

If  I  were  a  wise  man 

I  would  do  my  part. 

Yet  what  can  I  give  him  ? 

Give  my  heart.        — C.  Rossetti. 


—  19  — 


THE  WIND. 


Who  has  seen  the  wind? 

Neither  you  nor  I; 

But  'when  the  trees  bow  down 

their  heads 
The  wind  is  passing  by. 

Who  has  seen  the  wind? 
Neither  I  nor  you; 
But  when  the  leaves  hang  trem- 
bling 

The  wind  is  passing  through. 

— C.  Rossetti. 


BE  GLAD. 


I?  it  raining,  little  flower? 
Be  glad  of  rain. 

Too  much  sun  would  wither  thee  ; 
'Twill  shine  again. 
The  clouds  are  very  thick,  'tis 
true, 

But  right  behind  them  shines  the 
blue. 


September  waves  his  goldenrod 
Across  the  lanes  and  hollows; 
And  saunters  round  the  sunny 
fields 

A-playing  with  the  swallows. 


For  every  sunny  hour,  a  drop  of 
rain ; 

For  every  cloudy  day,  the  stars 
again ; 

For  every  passing  care,  a  mother's 
kiss ; 

And  what  could  be  better,  my 
child,  than  this? 


October's    woods    are    red  and 
brown, 

October's  leaves  are  falling  down, 
And  bright-eyed  squirrels  scam- 
per round, 
Gathering  nuts  upon  the  ground. 


"The  loud  winds  are  calling, 
The  ripe  nuts  are  falling, 
The    squirrel    now    gathers  his 
store ; 

The  bears,  homeward  creeping, 

Will  soon  all  be  sleeping 

So  snugly  till  winter  is  o'er." 

— Emelie  Poulson. 


"The  world  is  such  a  pleasan!; 
place 

For  any  child  to  be, 
With  pleasant  things  to  sing  about 
And  pleasant  things  to  see. 
And  other  little  children  near 
And  pleasant  roads  to  go, 
And  many  things  a-happening 
Which  only  children  know." 

— Carolyn  S.  Bailey. 


"Wake  up,  little  snowdrop,  wake 

up,  crocus  dear, 
Robin  redbreast  is  singing  that 

sweet  spring  is  here, 
Who  would  not  be  happy  when 

the  skies  are  blue? 
Robin  redbreast  is  singing,  'I've 

come  back  to  you.'  " 


"Happy  hearts  and  faces, 
Happy  play  in  grassy  places; 
That  was  how  in  ancient  ages 
Children  grew  to  kings  and  sages. ' ' 

— R.  L.  S. 


I'm  a  pretty  little  thing 
Always  coming  with  the  spring, 
In  the  meadows  green  I'm  found 
Peeping  just  above  the  ground, 
And  my  stalk  is  covered  flat 
With  a  green  and  yellow  hat. 


—  20  — 


A  RIDDLE. 


I  went  to  the  wood,  and  got  it ; 
I  sat  me  down,  and  looked  at  it ; 
The  more  I  looked,  the  less  I  liked 
it; 

And  I  brought  it  home,  because  I 
couldn't  help  it.     — A  thorn. 


SLEEP,  BABY,  SLEEP. 


Sleep,  baby,  sleep, 

Thy  father  watches  his  sheep ; 

Thy  mother  is  shaking  the  dream- 
land tree, 

And  down  drops  a  little  dream  on 
thee, 

Sleep,  baby,  sleep. 

Sleep,  baby,  sleep, 
The  large  stars  are  the  sheep; 
The  little  stars  are  the  lambs,  T 
guess ; 

The   gentle   moon   is  the  shep- 
herdess, 
Sleep,  baby,  sleep. 


BED  IN  SUMMER. 


In  winter  I  get  up  at  night, 
And  dress  by  yellow  candle  light. 
In  summer  quite  the  other  way — 
I  have  to  go  to  bed  by  day. 

I  have  to  go  to  bed  and  see 
The  birds  still  hopping  on  the  tree, 
Or  hear  the  grown-up  people's  feet 
Still  going  past  me  on  the  street. 

And  does  it  not  seem  hard  to  ^ou 
When  all  the  sky  is  clear  and  blue, 
And  I  should  like  so  much  to  play, 
To  have  to  go  to  bed  by  day? 

— R.  L.  S. 


A  RIDDLE. 


"My  face  is  as  round  as  yours, 

little  girl, 
But  I  have  no  eyes  to  see ;  * 
My  hands  are  busy  the  live-long 

day, 

As  busy  as  they  can  be. 
Sometimes  I  speak  that  you  may 
know 

How  fast  the  hours  and  minutes 
go." 


RIDDLES. 


Flour  of  England,  fruit  of  Spain, 
Met  together  in  a  shower  of  rain ; 
Put  in  a  bag  tied  round  with  a 
string — 

If  you'll  tell  me  this  riddle,  I'll 
give  you  a  ring. 

(A  plum  pudding.) 


Old  Mother  Twitchett  had  but  one 
eye 

And  a  long  tail  which  she  let  fly ; 
And  every  time  she  went  over  a 
gap 

She  left  a  bit  of  her  tail  in  a  trap. 

(A  needle  and  thread.) 


What  shoemaker  makes  shoes 
without  leather, 

With  all  the  four  elements  put  to- 
gether? 

Fire  and  water,  earth  and  air, 
Every  customer  has  two  pair. 

(A  horseshoer.) 


Black  we  are,  but  much  admired, 
Men  seek  for  us  till  they  are  tired • 
We  tire  the  horse,  but  comfort- 
man  ; 

Tell  me  this  riddle,  if  you  can. 

(Coals.) 


—  21  — 


Two-legs  sat  upon  Three-legs 
With  One-leg  in  his  lap; 
In  comes  Four-legs, 
And  runs  away  with  One-leg ; 
Up  jumps  Two-legs, 
Catches  up  Three-legs, 
Throws  it  after  Four-legs, 
And   makes  him   bring  One-leg 
back. 

(A  man,  a  stool,  a  leg  of  mutton, 
a  dog.) 


Black  within  and  red  without, 
Four  corners  round  about. 

(A  chimney.) 


As  round  as  an  apple, 

As  deep  as  a  cup, 

And  all  the  King's  horses 

Can't  pull  it  up.  (A  well.) 

Little  Nancy  Eddicoat 
In  a  white  petticoat 
With  a  red  nose, 
The  longer  she  stands 
The  shorter  she  grows. 

(A  candle.) 

As  soft  as  silk,  as  white  as  milk, 
As  bitter  as  gall,  a  thick  wall, 
And  a  green  coat  cover  us  all. 

(A  walnut.) 


A  hill  full,  a  hole  full, 

Yet  you  cannot  catch  a  bowl  full. 

  (The  mist.) 

Apple-pie,  pudding,  and  pan-cake, 
All  begins  with  a. 


Hick-a-more,  Hack-a-more, 

On  the  king's  kitchen  door; 

All  the  king's  horses  and  all  the 
king's  men 

Couldn't  drive  Hick-a-more,  Hack- 
a-more 

Off  the  king's  kitchen  door. 

(The  sunshine.) 


Thirty  white  horses  upon  a  red 
hill, 

Now  they  tramp,  now  them  champ, 
now  they  stand  still. 

(The  teeth  and  gums.; 

i  have  a  little  sister,  they  call  her 

Peep-peep ; 
She  wades  in  the  water,  dec]), 

deep,  deep ; 
She  climbs  the  mountains  high, 

high,  high. 
My  poor  little  sister,  she  has  but 

one  eye.  (A  star.) 

As  I  was  going  to  Saint  Ives, 
I  met  a  man  and  seven  wives; 
Each  wife  had  seven  sacks, 
Each  sack  had  seven  cats ; 
Each  cat  had  seven  kits; 
Kits,  cats,  sacks,  and  wives, 
How  many  were  going  to  Saint 
Ives?    (One.) 

In  marble  halls  as  white  as  milk, 
Lined  with  a  skin  as  soft  as  silk, 
Within  a  fountain  crystal-clear, 
A  golden  apple  doth  appear; 
No  doors  there  are  to  this  strong- 
hold, 

Yet  thieves  break  in  and  steal  the 
gold.  (An  egg.) 

Cock  crows  in  the  morning  to  tell 

us  to  arise, 
And  he  who  lies  late  can  never  be 

wise  ; 

For  early  to  bed  and  early  to  rise 
Is  the  way  to  be  healthy  and 
wealthy  and  wise. 

How  many  stars  are  in  the  sky? 
More  than  you  can  count  or  I ; 
How  many  drops  are  in  the  seas^ 
How  many  leaves  upon  the  trees? 
How  many  grains  of  sand  on  the 
shore  ? 

Count  all  you  can,  and  there  are 
more. 


—  22  — 


RHYMES  AND  POEMS. 

GRADE  III. 


SEPTEMBER. 


The  goldenrod  is  yellow; 
The  corn  is  turning  brown; 
The  trees  in  apple  orchards 
With  fruit  are  bending  down. 

The  gentian's  bluest  fringes 
Are  curling  in  the  sun; 
In  dusty  pods  the  milkweed 
Its  hidden  silk  has  spun. 

The  sedges  flaunt  their  harvest 
In  every  meadow  nook; 
And  asters  by  the  brookside 
Make  asters  in  the  brook. 

From  dewy  lanes  at  morning 
The  grapes'  sweet  odors  rise; 
At  noon  the  roads  all  flutter 
With  yellow  butterflies. 

By  all  these  lovely  tokens 
September  days  are  here, 
With  summer's  best  of  weather, 
And  autumn's  best  of  cheer. 

— H.  H.  Jackson. 


SWEET  AND  LOW. 


Sweet  and  low,  sweet  and  low, 
Wind  of  the  western  sea, 
Low,  low,  breathe,  and  blow, 
Wind  of  the  western  sea ! 
Over  the  rolling  waters  go, 
Come  from  the  dying  moon,  and 
blow, 

Blow  him  again  to  me, 
While  my  little  one,  while  my 
pretty  one  sleeps. 

Sleep  and  rest,  sleep  and  rest, 
Father  will  come  to  thee  soon, 
Rest,  rest  on  mother's  breast, 


Father  will  come  to  thee  soon, 
Father  will  come  to  his  babe  in 

the  nest; 
Silver  sails  all  out  of  the  west, 
Under  the  silver  moon; 
Sleep,  my  little  one,  sleep  my 

pretty  one,  sleep. 

— Tennyson. 


GOOD  MORNING. 


The  year's  at  the  spring, 

The  day's  at  the  morn; 

Morning's  at  seven; 

The  hillside's  dew-pearled;  s 

The  lark's  on  the  wing; 

The  snail 's  on  the  thorn ; 

God's  in  his  heaven — 

All's  right  with  the  world. 

— Robert  Browning. 


MARCH. 


The  cock  is  crowing, 

The  stream  is  flowing, 

The  small  birds  twitter, 

The  lake  doth  glitter, 

The  green  field  sleeps  in  the  sun; 

The  oldest  and  youngest 

Are  at  work  with  the  strongest ; 

The  cattle  are  grazing; 

Their  heads  never  raising 

There  are  torty  feeding  like  one. 

Like  an  army  defeated 

The  snow  hath  retreated, 

And  now  doth  fare  ill 

On  the  top  of  the  bare  hill ; 

The   plough-boy   is   whooping- - 

anon-anon ; 
There's  joy  in  the  mountains, 
There's  life  in  the  fountains, 


—  23  — 


Small  clouds  are  sailing, 

Blue  sky  prevailing; 

The  rain  is  over  and  gone. 

— Wordsworth. 


Come  when  you're  called; 
Do  what  you're  bid; 
Shut  the  door  after  you ; 
Never  be  chid. 


"The  man  in  the  moon,  who  sails 

the  skies, 
Is  a  most  courageous  skipper; 
But  he  made  a  mistake  when  he 

tried  to  take 
A  drink  from  out  of  the  dipper. 
He  dipped  it  into  the  milky  way, 
And  slowly,  carefully  filled  it ; 
But  the  big  bear  howled,  and  the 

little  bear  growled, 
And  scared  him  so  that  he  spilled 

it." 


WHO  STOLE  THE  BIRD'S 
NEST? 


"To-whit!  to-whit!  to-whee ! 
Will  you  listen  to  me? 
Who  stole  four  eggs  I  laid, 
And  the  nice  nest  I  made?" 
"Not  I,"  said  the  cow,  "Moo-oo! 
Such  a  thing  I'd  never  do. 
I  gave  you  a  wisp  of  hay, 
But  didn't  take  your  nest  away. 
"Not  I,"  said  the  cow,  "Moo-oo! 
Such  a  thing  I'd  never  do." 

' '  To-whit !  to-whit !  to-whee  ! 
Will  you  listen  to  me? 
Who  stole  four  eggs  I  laid, 
And  the  nice  nest  I  made?" 

"Bob-o'-Link!  Bob-o'-Link! 
Now  what  do  you  think? 
Who  stole  a  nest  away 
From  the  plum  tree  today?" 


"Not  I,"  said  the  dog,  "Bow- 
wow ! 

I  wouldn't  be  so  mean  I  vow! 
I  gave  hairs  the  nest  to  make, 
But  the  nest  I  did  not  take. 
"Not  I,"  said  the  dog,  "Bow- 
wow ! 

I'm  not  so  mean  anyhow." 

"To-whit!  to-whit!  to-whee! 
Will  you  listen  to  me? 
Who  stole  four  eggs  I  laid, 
And  the  nice  nest  I  made?" 

"Bob-o'-Link!  Bob-o'-Link! 
Now  what  do  you  think? 
Who  stole  a  nest  away 
From  the  plum  tree  today?" 

"Coo-coo!  Coo-coo!  Coo-coo! 
Let  me  speak  a  word,  too ! 
Who  stole  that  pretty  nest 
From  little  yellow-breast?" 

"Not  I,"  said  the  sheep,  "Oh,  no! 
I  wouldn't  treat  a  poor  bird  so. 
I  gave  wool  the  nest  to  line, 
But  the  nest  was  none  of  mine. 
"Baa,  baa!"  said  the  sheep,  'Oh, 
no ! 

I  wouldn't  treat  a  poor  bird  so." 

(Same  as  stanza  1.) 
(Same  as  stanza  4.) 
(Same  as  stanza  8.) 

"Caw!  Caw!"  cried  the  crow, 
"I  should  like  to  know 
What  thief  took  away 
A  bird's  nest  today? 

"Cluck!  cluck!"  said  the  hen, 
"Don't  ask  me  again, 
Why  I  haven't  a  chick 
Would  do  such  a  trick. 
We  all  gave  her  a  feather, 
And  she  wove  them  together, 


—  24  — 


I'd  scorn  to  intrude 

On  her  and  her  brood. 

" Cluck!  cluck!"  said  the  hen, 

"Don't  ask  me  again." 

« 

' '  Chirr-a-whirr !  Chirr-a-whirr ! 
All  the  birds  made  a  stir! 
Let  us  find  out  his  name, 
And  all  cry  'For  shame!'  " 

A  little  boy  hung  down  his  head, 
And  went  and  hid  behind  the  bed, 
For  he  stole  that  pretty  nest 
From  the  little  yellow-breast. 
And  he  felt  so  full  of  shame 
He  didn't  like  to  tell  his  name. 

— Lydia  Maria  Child. 


THE  DOVE. 


I  had  a  dove,  and  the  sweet  dove 
died ; 

And  I  have  thought  it  died  of 

grieving ; 
Oh,  what  could  it  grieve  for  ?   It 's 

feet  w^ere  tied 
With  a  silken  thread  of  my  own 

hand 's  weaving ; 
Sweet  little  red  feet !  Why  should 

you  die — 
Why  would  you  leave  me,  sweet 

bird,  why? 
You  lived  alone  in  the  forest  tree. 
Why,  pretty  thing,  would  you  not 

live  with  me? 
I  kissed  you  oft  and  gave  you 

white  peas ; 
Why  not  live  sweetly  as  in  the 

green  trees? 

— John  Keates. 


ROBERT  OF  LINCOLN. 


(Bryant.) 
Merrily  singing  on  brier  and  weed, 
Near  to  the  nest  of  his  little  dame, 
Over  the  mountain  side  or  mead, 


Robert  of  Lincoln  is  telling  his 
name ; 
"Bob-o-link,  bob-o-link, 
Spink,  spank,  spink ; 
Snug  and  safe  in  this  nest  of  ours, 
Hidden  among  the  summer  flow- 
•ers, 

Chee,  chee,  chee. " 

Robert  of  Lincoln  is  gaily  dressed, 
Wearing  a  bright,  black  wedding 

coat ; 

White  are  his  shoulders,  and  white 

his  crest, 
1 1  Bob-o-link,  bob-o-link, 

Spink,  spank,  spink ; 
Look  what  a  nice  new  coat  is 

mine ; 

Sure,  there  was  never  a  bird  so 
fine ; 

Chee,  chee,  chee." 

Robert  of  Lincoln's  Quaker  wife. 
Pretty  and  quiet,  with  plain  brown 
wings, 

Passing  at  home  a  patient  life, 
Broods  in  the  grass  while  her  hus- 
band sings: 
"Bob-o-link,  bob-o-link, 
Spink,  spank,  spink ; 
Brood,  kind  creature,  you  need 
not  fear 

Thieves  and  robbers  while  I  am 
here. 
Chee,  chee,  chee." 

Six  white  eggs  on  a  bed  of  hay, 
Flecked   with   purple,   a  pretty 
sight, 

There,  as  the  mother  sits  all  day, 
Robert   is  singing  with  all  his 
might : 
"Bob-o-link,  bob-o-link, 
Spink,  spank,  spink ; 


—  25  — 


Nice  good  wife  that  never  goes 
out, 

Keeping    house    while    I  frolic 
about, 
Chee,  chee,  chee. " 

Soon  as  the  little  ones  chip  the 
shell, 

Six  wide  mouths  are  open  for 
food, 

Robert    of   Lincoln   bestirs  him 
well 

Gathering  seeds  for  the  hungry 

brood, 
"Bob-o-link,  bob-o-link, 

Spink,  spank,  spink ; 
This  new  life  is  likely  to  be 
Hard  for  a  gay  young  fellow  like 

me. 

Chee,  chee,  chee." 

Summer  wanes;  the  children  are 
grown ; 

Fun  and  frolic  no  more  he  knows, 
Robert  of  Lincoln's  a  humdrum 
crone ; 

Off  he  flies,  and  we  sing  as  he 
goes : 

''Bob-o-link,  bob-o'-link, 
Spink,  spank,  spink. 
When  you  can  pipe  that  merry  old 
strain, 

Robert    of   Lincoln,   come  back 
again. 

Chee,  chee,  chee !" 


If  all  were  rain  and  never  sun, 
No  bow  could  span  the  hill; 
Tf  all  were  sun  and  never  rain, 
There  'd  be  no  rainbow  still. 

— C.  Rossetti. 


"He  prayeth  best  who  loveth  best 
All  things  both  great  and  small, 
For  the  dear  God  who  loveth  us 
He  made  and  loveth  all." 

— Coleridge. 


DAYS  OF  BIRTH. 


Monday's  child  is  fair  of  face, 
Tuesday's  child  is  full  of  grace, 
Wednesday's  child  is  full  of  woe, 
Thursday's  child  has  far  to  go. 
Friday's    child    is    loving  and 
giving, 

Saturday's  child  works  hard  for 

its  living, 
And  the  child  that  is  born  on  the 

Sabbath  day 
Is  fair  and  wise  and  good  and  gay. 


ARIEL'S  SONG. 

Where  the  bee  sucks,  there  suck  I ; 
In  the  cowslip 's  bell  I  lie ; 
There  I  couch  when  owls  do  cry, 
On  the  bat's  back  I  do  fly, 
After  summer  merrily; 
Merrily,  merrily,  shall  I  live  now 
Under  the  blossom  that  hangs  on 
the  bough. 
— Shakespeare  (The  Tempest.) 


Thirty  days  has  September, 
April,  June  and  November; 
All  the  rest  have  thirty-one, 
Excepting  February  alone, 
Which  hath  but  twenty-eight  in 
fine, 

Till  leap-year  gives  it  twenty-nine. 


THE  OWL  AND  THE  PUSSY 
CAT. 


The  owl  and  the  pussy  cat  went  to 
sea 

In  a  beautiful  pea-green  boat ; 
They  had  some  honey  and  plenty 

of  money 
Wrapped  up  in  a  five  pound  note. 
The  owl  looked  up  to  the  moon 

above, 

And  sang  to  a  small  guitar: 


—  26  — 


"0,  lovely  Pussy,  0  Pussy,  my 
love, 

What  a  beautiful  pussy  you  are, 
you  are, 

What  a  beautiful  pussy  you  are  ! 9 ' 

Pussy  said  to  the  owl:  "You  ele- 
gant fowl ! 

How  wonderfully  sweet  you  sing ! 

0  let  us  be  married, — too  long  we 
have  tarried, — 

But  what  shall  we  do  for  a  ring  ? ' ' 

They  sailed  away  for  a  year  and 
a  day 

To  the  land  where  the  Bong  tree 
grows ; 

And  there  in  the  wood,  a  Piggy 

wig  stood, 
With  a  ring  at  the  end  of  his  nose, 

his  nose, 
With  a  ring  at  the  end  of  his  nose. 

"Dear  Pig,  are  you  willing  to  sell 

for  one  shilling 
Your  ring?"   Said  the  Piggy,  "I 

will." 

So  they  took  it  away,  and  were 

married  next  day 
By  the  turkey  who  lives  on  the 

hill. 

They  dined  upon  mince  and  slices 

of  quince, 
Which  they  ate  with  a  runcible 

spoon, — 

And  hand  in  hand  on  the  edge  of 

the  sand, 
They  danced  by  the  light  of  the 

moon, — the  moon, 
They  danced  by  the  light  of  the 

moon.  — Edward  Lear. 


THE  THROSTLE. 

"Summer  is  coming,  summer  is 
coming, 

I  know  it,  I  know  it,  I  know  it ; 


Light  again,  leaf  again,  life  again, 

love  again," 
Yes,  my  wild  little  poet. 

Sing  the  new  year  in  under  the 
blue, 

Last  year  you  sang  it  as  gladly ; 
' '  New,  new,  new,  new  ! "  Is  it  then 
so  new 

That  you  should  carol  so  madly? 
"Love   again,   song  again,  nest 

again,  young  again." 
Never  a  prophet  so  crazy ! 
And  hardly  a  daisy,  as  yet,  little 

friend, 

See  there  is  hardly  a  daisy. 

"Here   again,   here,   here,  here, 

happy  year!" 
0  warble  unchidden,  unbidden! 
Summer  is  coming,  is  coining,  my 

dear, 

And  all  the  winters  are  hidden. 

— Tennyson. 


"Think  of  the  lonely." 

(Page  137,  Brook's  Reader.) 


A  BOY'S  SONG. 

Where  the  pools  are  bright  and 
deep, 

Where  the  gray  trout  lies  asleep, 
Up  the  river  and  over  the  lea, 
That's  the  way  for  Billie  and  me. 

Where  the  blackbird   sings  the 
latest, 

Where  the  hawthorn  blooms  the 

sweetest, 
Where  the  nestlings  chirp  and  flee, 
That's  the  way  for  Billie  and  me. 

Where    the    mowers    mow  the 
cleanest, 

Where  the   hay  lies  thick  and 

greenest, 
Where  to  trace  the  homeward  bee, 
That's  the  way  for  Billie  and  me. 


—  27  — 


Where  the  hazel  bank  is  steepest. 
Where    the    shadow    falls  the 
deepest, 

Where  the   clustering  nuts  fall 
free, 

That's  the  way  for  Billie  and  me. 

Why  the  boys  should  drive  away 
Little   sweet  maidens  from  the 
play, 

Or  love  to  banter  and  fight  so  well, 
That's  the  thing  I  never  could  tell. 

But  this  I  know,  I  love  to  play, 
Through  the  meadow,  among  the 
hay; 

Up  the  water  and  over  the  lea, 
That's  the  way  for  Billie  and  me. 

—James  Hogg. 


"Help   one   another,   the  snow- 
flakes  said 
As  they  cuddled  down  in  their 

fleecy  bed, 
"One  of  us  here  would  not  be  felt, 
One  of  us  here  would  quickly  melt, 
But  I'll  help  you,  and  you  help 
me, 

And  then  what  a  splendid  drift 
there'll  be." 


"A  little  child  may  have  a  loving 
heart 

Most  dear  and  sweet ; 
And  willing  feet. 

"A  little  child  may  have  a  happy 
hand 
Full  of  kind  deeds 
For  many  needs. 

"A  little  child  may  have  a  gentle 
voice 
And  pleasant  tone 
For  every  one." 


SIR  ROBIN. 


Rollicking  Robin  is  here  again ; 
What  does  he  care  for  the  April 
rain  ? 

Care  for  it?  Glad  of  it.  Does  he 
know 

That  the  April  rain  carries  off  the 
snow, 

And  coaxes  out  leaves  to  shadow 
his  nest, 

And  washes  his  pretty  red  Easter 
vest, 

And  makes  the  juice  of  the  cherry 
sweet, 

For  his  hungry  little  robins  to 

eat? 

"Ha,  ha,  ha!"  hear  the  jolly  bird 
laugh ; 

"That  isn't  the  best  of  the  story, 
by  half!" 

Gentleman  Robin,  he  walks  up 

and  down, 
Dressed   in    orange   tawny  and 

black  and  brown ; 
Though  his  head  is  so  proud  and 

his  step  is  so  firm, 
He  can  always  stoop  to  pick  up  a 

worm. 

With  a  twist  of  his  head  and  a 

strut  and  a  hop, 
To  his  Robin  wife,  in  the  peach 

tree  top, 

Chirping  her  heart  out,  he  calls: 
"My  dear. 

You  don 't  earn  your  living !  Come 
here  !  Come  here  ! 

Ha,  ha,  ha,  life  is  lovely  and  sweet ; 

But  what  would  it  be  if  we'd  noth- 
ing to  eat?" 

Robin,  Sir  Robin,  gay,  red  vested 
knight, 

Now  you  have  come  to  us,  sum- 
mer's in  sight, 


—  28  — 


You  never  dream  of  the  wonders 

you  bring, — 
Visions  that  follow  the  flash  of 

your  wing. 
How  all  the  beautiful  by  and  by 
Around  you  and  after  you  seem 

to  fly! 

Sing  on,  or  eat  on,  as  pleases  your 
mind ! 

Well  you  have  earned  every  mor- 
sel you  find. 
"Ay!  ha, ha,  ha!"  whistles  Robin, 

*  "My  dear, 
Let  us  all  take  our  own  choice  of 
good  cheer." 

— Lucy  Larcom. 


SEVEN  TIMES  ONE. 


There's  no  dew  left  on  the  daisies 

and  clover, 
There's  no  rain  left  in  heaven; 
I've  said  my  "seven  times"  over 

and  over, 
Seven  times  one  are  seven. 


I  am  old,  so  old  I  can  write  a 
letter ; 

My  birthday  lessons  are  done ; 
The  lambs  play  always,  they  know 

no  better — 
They  are  only  one  times  one. 

0  moon  in  the  night  I  have  seen 

you  sailing 
And  shining  so  round  and  low ; 
You  were  bright,  ah  bright !  but 

your  light  is  failing — 
You  are  nothing  now  but  a  bow. 

You  moon,  have  you  done  some- 
thing wrong  in  heaven, 
That  God  has  hidden  your  face? 

1  hope,  if  you  have,  you  will  soon 

be  forgiven, 
And  shine  again  in  your  place. 


0   velvet   bee,   you're   a  dusty 
fellow ; 

You've  powdered  your  legs  with 
gold! 

0  brave  marshmary  buds,  rich  and 

yellow, 

Give  me  your  money  to  hold ! 
And  show  me  your  nest  with  the 
young  ones  in  it, — 

1  will  not  steal  it  away; 

I  am  old!  you  may  trust  me,  lin- 
net, linnet, — 
I  am  seven  times  one  today! 

— Jean  Ingelow. 


A  DUTCH  LULLABY. 


Wynken,  Blynken,  and  Nod  one 
night, 

Sailed  off  in  a  wooden  shoe, 
Sailed  on  a  river  of  misty  light, 
Into  a  sea  of  dew. 

"Where  are  you  going,  and  what 

do  you  wish?" 
The  old  moon  asked  the  three. 
"We  have  come  to  fish  for  the 

herring  fish 
That  live  in  this  beautiful  sea ; 
Nets  of  silver  and  gold  have  we," 
Said  Wynken,  Blynken  and  Nod. 

The  old  moon  laughed,  and  sang 

a  song, 

As  they  rocked  in  the  wooden 
shoe ; 

And  the  wind  that  sped  them  all 

night  long 
Ruffled  the  waves  of  dew. 

The  little  stars  were  the  herring 
fish 

That  lived  in  the  beautiful  sea ; 
"Now  cast  your  nets  wherever 

you  wish, 
But  never  af eared  are  we," 


—  29  — 


So  cried  the  stars  to  the  fisher- 
men three — 
Wynken,  Blynken  and  Nod. 

Wynken  and  Blynken  are  two 

little  eyes, 
And  Xod  is  a  little  head; 
And  the  wooden  shoe  that  sailed 

the  skies 
Is  the  wee  one's  trundle  bed. 


So  shut  your  eyes  while  mother 
sings 

Of  wonderful  sights  that  be, 
And  you  shall  see  the  beautiful 
things 

As  you  rock  on  the  misty  sea 
Where  the  old  shoe  rocked  the 

fisherman  three — 
Wynken,  Blynken  and  Nod. 

— Eugene  Field. 


LANGUAGE. 

GRADE  I. 

September. 

1.  Stories:  For  reproduction,  Raggylug;  To  read  or  tell,  at  least 
one  other  story  not  outlined  for  any  other  time. 

2.  Rhymes :  Review  Kindergarten  rhymes ;  A  sunshiny  hour ; 
Politeness;  I  had  a  little  pony. 

3.  Poem:  I  love  little  kitty. 

4.  Game :  To  correct,  I  seen. 

5.  Pronunciation  drill :  One,  twice,  again,  December,  just,  eleven, 
when,  where,  while,  white,  egg,  little,  yes,  seven,  are,  cradle,  get, 
catch,  jump,  dose. 

6.  Definite  effort  to  increase  oral  vocabulary  of  pupils.  ReporL 
progress  every  month  on  monthly  report. 

October. 

1.  Stories :  For  reproduction,  Half  Chick ;  Read  or  tell  one  other. 

2.  Rhymes:  There  was  a  little  girl;  Dance  little  baby;  Cushy 

cow. 

3.  Poem:  The  cow. 

4.  Game:  Correct,  I've  got;  I  ain't  got. 

5.  Pronunciation  drill:  See  September. 
.  6.    See  September. 

November. 

1.  Stories:  For  reproduction,  Red  Riding  Hood;  Read  or  teli 
Pilgrim  Story. 

2.  Rhymes:  Georgie-Porgie ;  Thistle  seed;  Now  the  leaves. 

3.  Poem:  A  Bustle  in  the  Kitchen.    (Or  other  suitable  poem.) 

4.  Game :  Correct,  It  was  him,  her,  me,  etc. ;  it  was  not  him. 

5.  Pronunciation  drill:  See  September. 

6.  See  September. 


—  30  — 


December. 

1.  Stories:  For  reproduction,  A  Christmas  Story;  Read  or  tell 
other  suitable  ones. 

2.  Rhymes:  There  was  a  man  of  our  town;  Old  woman,  old 
woman,  old  woman;  Gocd  night. 

3.  Poem :  Santa ;  Santa  Claus  came  down. 

4.  Game :  Correct,  I  give  him,  she  give  me,  etc.,  where  past  form 
I  gave,  she  gave,  is  needed. 

5.  Pronunciation :  See  September. 

6.  See  September. 

January. 

Review  of  term's  work. 

February. 

1.  Stories:  For  reproduction,  Street  Musicians;  to  read  or  tell. 
Why  the  evergreen  trees  keep  their  leaves  in  winter. 

2.  Rhymes :  The  north  wind ;  Two  eyes,  and  only  one  mouth ; 
Some  little  mice. 

3.  Poem :  Washington  or  Lincoln. 

4.  Game :  Correct,  I  am  going  by  the  store. 
5  &  6.    See  September. 

March. 

1.  Stories:  For  reproduction,  Straw,  Coal,  Bean.  Read  or  tell 
The  Pied  Piper. 

2.  Rhymes:  If  wishes  were  horses;  If  all  the  world;  March 
winds. 

3.  Poem :  The  Swing.    (R.  L.  S.) 

4.  Game:  Correct,  "I  et,"  for  I  ate. 
5  &  6.    See  September. 

April. 

1.  Stories :  For  reproduction,  Wolf  and  Seven  Kids.  Read  or  tell 
Ugly  Duckling. 

2.  Rhymes:  Tulips  in  the  garden  grow;  Great  A;  Cloud,  Cloud. 

3.  Poem:  Robin's  Song. 

4.  Game :  Correct,  Give  me  them  pencils. 
5  &  6.    See  September. 

May. 

1.  Stories:  For  reproduction,  Big  Brother.   Read  or  tell  Branch. 

2.  Rhymes:  Mother  often  tells  me;  Little  Robin  Redbreast  sat 
upon  a  tree ;  Simple  Simon. 

3.  Poem  :  The  Dandelion. 

4.  Game :  Correct,  He  done  it. 
5  &  6.    See  September. 

June. 

Review.  Tf  there  is  time  during  the  year  teach  the  other  rhymes 
and  poems  on  the  lists — those  not  outlined  here. 


—  31  — 


GRADE  II. 

September. 

1.  Fable  for  reproduction :  The  Dog  and  His  Image. 

2.  Poems :  Review  Kindergarten  and  first  grade  rhymes.  New : 
September  Waves;  At  the  Seaside  (R.  L.  S.)  Bed  in  Summer  (R.  L.  S.) 

3.  Copy,  Jack  and  Jill. 

4.  Picture:  Going  to  School.    Write  sentences  after  oral  work. 

5.  Correct:  I  see.    (Oral  *and  written  work.) 

6.  Story:  Read  or  tell  "The  Cat  and  the  Parrot".  See  Sarah 
Cone  Bryant's  "How  to  tell  Stories." 

7.  Pronunciation  drill :  One,  twice,  again,  December,  just,  eleven, 
jump,  often,  February,  body,  farmer,  new,  hungry,  ate,  very,  hurt, 
when,  where,  while,  white,  egg,  little,  yes,  seven,  are,  cradle,  get,  catch, 
jaws,  star,  barn,  pitcher,  dose,  picture,  the  egg,  the  apple,  an  egg, 
an  apple,  the  other. 

8.  Definite  effort  to  increase  oral  vocabulary  of  pupils.  Report 
progress  every  month. 

October. 

1.  Fable:  Fox  and  Crow. 

2.  Poems :  October  woods;  Whole  Duty  of  Children;  Apple  pie, 
pudding;  I  went  to  the  wood;  Thirty  white  horses. 

3.  Picture:  Digging  potatoes. 

4.  Correct :  I  've  got ;  I  ain 't  got  no. 

5.  Copy:  East  or  west. 

6.  Story:  "The  Fire  Bringer."    S.  C.  B. 
7  &  8.    See  September. 

November. 

1.  Fable:  Fox  and  Grapes. 

2.  Poems :  Old  Mother  Twitchett ;  The  loud  winds ;  Rain.  (R.  L 
S.)  ;  The  Little  Elf;  I  have  a  little  sister;  Thanksgiving  Song,  page 
29,  Brook's  Reader. 

3.  Picture:  Helping  mother. 

.  4.    Correct :  It  was  him,  her,  me,  etc. 

5.  Copy:  Be  good. 

6.  Story:  Pilgrims. 

7  &  8.    See  September. 

December. 

1.  Fable:  Ant  and  Grasshopper.  ' 

2.  Poems:  A  riddle  (my  face);  The  world  is  such  a  pleasant 
place;  For  every  sunny  hour;  Flour  of  England;  As  I  was  going  to 
Saint  Ives. 

3.  Picture:  Showing  Baby  the  Christmas  Tree. 

4.  Correct:  I  give  him  (for  gave). 

5.  Copy:  First  four  lines  of  "A  Riddle." 

6.  Story:  The  Sailor  Man.    (S.  C.  B.) 
7  &  8.    See  September. 


—  32  — 


January. 

Review. 

February. 

1    Fable  :  Fox  and  Stork. 

2.  Poems :  The  Wind ;  The  Birthday  Gift ;  A  Diamond  or  a  Coal ; 
Black  We  are;  What  shoemaker  makes  shoes;  In  marble  halls. 

3.  Picture :  Mailing  a  letter. 

4.  Correct :  I  am  going  by  my  aunt. 

5.  Copy:  This  little  cow. 

6.  Story:  Washington  and  Lincoln  stories. 
7  &  8.    See  September. 

March. 

1.  Fable:  Hare  and  Turtle. 

2.  Poems :  Two  legs  sat  upon  ;  Wake  up  little  snowdrop ;  Sleep, 
baby,  sleep ;  Thomas  of  Tattamus. 

3.  Picture :  Snowman. 

4.  Correct :  I  et,  for  I  ate. 

5.  Copy:  "Who  has  seen  the  wind?" 

6.  Story :  Little  Daylight.    (S.  C.  B.) 
7  &  8.    See  September. 

April. 

1.  Fable:  Crow  and  Pitcher. 

2.  Poems:  I'm  a  pretty  little  thing;  Happy  hearts  and  faces; 
Cock  crows  in  the  morning ;  Black  within ;  Little  Nancy  Etticoat. 

3.  Picture:  Making  Garden. 

4.  Correct :  Give  me  them  pencils. 

5.  Copy :  April,  April. 

6.  Story :  The  Story  of  Wylie. 
7  &  8.    See  September. 

May. 

1.  The  boy  and  the  wolf. 

2.  Daisies;  Be. glad;  A  linnet;  As  round  as  an  apple;  As  soft  as 
silk ;  How  many  stars  are. 

3.  Picture:  Feeding  the  Chickens. 

4.  Correct:  He  done  it. 

5.  Copy  :  The  Flag. 

6.  Story :  The  Rat  Princess. 
7  &  8.    See  September. 

June. 

Review. 


—  33  — 


GRADE  III. 
September. 

1.  Do  not  allow  the  following  mistakes  to  occur  without  correc- 
tion and,  if  necessary,  give  special  drills:  I've  got;  I  ain't  got  no;  I 
seen ;  It  was  him,  her,  me ;  I  am  going  by  the  store ;  In  back  of. 

2.  Correct:  I  give  (for  gave)  oral  and  written. 

3.  Punctuation:  Period,  interrogation  point.  Give  exercises — 
written  questions  and  statements. 

4.  Compositions:  a)  Beginning  and  ending  of  sentences;  b)  Mar- 
gin (One-half  inch  dots  on  all  papers).  Paragraph:  indentation;  a 
line  between  subject  and  body.    Write  two  compositions. 

5.  Poems :  Review  Kindergarten,  first  and  second  grades ;  Ariel's 
Song.  Write  and  memorize,  September,  Reader,  page  46 ;  memorize 
''The  Great  Wide  World."  Read  and  discuss:  September  (H.  H. 
Jackson). 

6.  Pronunciation:  Often,  once,  twice,  December,  when,  why, 
which,  new,  compass,  February,  just,  body,  eleven,  farmer,  where, 
while,  white,  hungry,  cord,  ate,  every,  begged,  toward,  jump,  jumped, 
very,  eggs,  terror,  hunt,  hunters,  little,  quiet,  jaws,  heart,  yes,  star, 
India  i,  directly,  barn,  farm,  pitcher,  picture,  seven,  knew,  village, 
wheelbarrow,  across,  kept,  something,  or,  are,  cousin,  get,  catch, 
recess,  carpet,  everywhere,  candle,  cradle,  dose,  voice,  passenger,  lad- 
der, thirty,  huge,  equal,  germ,  wig,  wick,  water,  wash,  visit,  visited, 
stew,  poem,  news,  the  other,  the  apple,  the  egg,  an  egg  etc. 

7.  Definite  effort  to  improve — increase — vocabulary  of  pupils. 
Report  progress  every  month. 

October. 

See  September. 

1.  Correct  use  of  let  and  leave.    Oral  and  written. 

2.  Teach  rules  for  use  of  is,  are,  saw,  seen.    Oral  and  written. 

3.  Punctuation :  See  September. 

4.  Composition.    Correct  form.    Write  two  compositions. 

5.  Poems :  Memorize  and  write :  October,  page  47,  reader.  Memo- 
rize :  He  prayeth  best ;  Days  of  Birth ;  Leaves  at  Play,  page  48,  reader- 
Read  and  discuss,  Who  Stole  the  Bird's  Nest. 

6.  See  6  and  7,  September. 

November. 

1.  Correct  use  and  rules  for  use  of  was,  were;  review  Septem- 
ber and  October. 

2.  Punctuation :  Comma  in  a  series. 

3.    Compositions:  Two,  written.    Oral  compositions  daily. 

4.  Poems :  Write,  November,  page  47,  Reader.  Memorize :  If  all 
were  rain;  Thanksgiving  Day,  page  94,  Reader.  Read  and  discuss: 
Seven  Times  One.    Teach  one  more,  for  memory. 

5.  See  6  and  7,  September. 


—  34  — 


December. 

1.  Correct  use  and  rules  for  use  of  did,  done;  don't,  doesn't. 

2.  Capitals:  Names  of  days  of  week,  months,  titles,  Mr.,  Mrs., 
Miss,  Dr. 

3.  Compositions:  Written,  two;  oral  daily.  Review  all  work, 
dwell  on  form,  etc. 

4.  Poems:  The  man  in  the  moon;  Help  one  another;  A  little 
child  may  have ;  A  Christmas  poem.  Memorize  and  write :  December, 
page  100,  Reader.    Read  and  discuss:  A  Dutch  Lullaby. 

5.  6  &  7.  September. 

January. 

Review. 

February. 

1.  Correct  use  and  rules  for  use  of  following:  Come,  came, 
come ;  begin,  began,  begun ;  see,  do,  run. 

2.  Review  punctuation,  capitals,  margin,  form  of  composition, 
for  benefit  of  Class  2. 

3.  Compositions:  Two  written.   Daily  oral  work. 

4.  Poems:  Salute  to  the  Flag;  Think  of  the  lonely;  Thirty 
days ;  Sweet  and  Low.  Read  and  discuss :  The  Owl  and  the  Pussy  Cat. 
Memorize  and  write,  January,  page  106,  Reader. 

5.  6  &  7.  September. 

March. 

1.  Add  to  list  of  verbs  as  you  find  necessary  by  noting  pupils' 
errors. 

2.  Use  of  there,  their,  to,  too,  two,  learn,  teach. 

3.  Compositions:  Two  written.  Oral  every  day.  Review  punc- 
tuation, capitals,  margin,  form  of  letter,  etc. 

4.  Contractions:  I'm,  doesn't,  aren't,  isn't,  don't,  weren't. 

5.  Poems:  Memorize  and  copy:  February,  page  106,  Reader, 
and  March,  page  178,  Reader.  Memorize:  Politeness;  Come  when 
your  called;  March  (Wordsworth).    Read  and  discuss:  The  Dove. 

6.  7  &  8.  September. 

April. 

1.  See  March. 

2.  Use  of  buy,  by ;  ate,  eight ;  blue,  blew ;  our,  are. 

3.  Compositions:  Two  written.    Oral  every  day.    See  March. 

4.  Correct :  Between  you  and  I. 

5.  Poems :  Write,  April,  page  78,  Reader,  Memorize :  Sir  Robin, 
The  Right  Way,  page  80,  Reader.  Page  238,  Reader,  boys  lower 
lines,  girls  upper  line.    Read  and  discuss:  Robert  of  Lincoln. 

6.  See  7  and  8,  September. 


—  35  — 


May. 

1.  Use  of  for,  far ;  lend,  borrow. 

2.  Teach  words  opposite  in  meaning  to :  black,  hard,  hot,  cold, 
slow,  sour,  broad,  careful,  cry,  early,  finish,  question,  quiet,  useful. 

3.  Names  of  meats  we  get  from  cows,  sheep,  etc. 

4.  Compositions :  Two  written.    Oral  every  day. 

5.  Poems :  Write  May,  page  178,  Reader.  Memorize :  The  Year's 
at  the  Spring;  The  Throstle.    Read  and  discuss:  "A  Boy's  song." 

6.  See  7  and  8,  September. 

June. 

Review. 

GRADE  IV.  ' 

Potter,  Jeschke  and  Gillet,  Oral  and  Written  English,  Book  I, 
Part  I. 

GRADE  V. 

Potter,  Jeschke  and  Gillet,  Oral  and  Written  English,  Book  I, 
Part  II. 

GRADE  VI. 

Potter,  Jeschke  and  Gillet,  Oral  and  Written  English,  Book  I. 
Part  III. 


COMPOSITION  AND  GRAMMAR. 

JUNIOR  HIGH  SCHOOL. 

We  shall  use  Potter  Jeschke  and  Gillet  as  the  regular  text.  Book 
II  will  be  used  in  the  regular  classes  and  Book  I  in  the  ungraded 
classes. 

It  is  to  be  noted  that  no  definite  number  of  pages  of  the  textbook 
is  assigned  for  a  week,  a  month,  or  even  a  semester.  It  is  taken  for 
granted  that  the  teacher  and  the  principal  are  the  best  judges  as  to 
the  rate  of  work  and  amount  of  work  each  particular  class  ought  to 
attain  and  accomplish. 

It  is  wrong  to  ask  any  one  to  talk  or  write  about  a  subject  of 
which  he  knows  little  or  nothing.  It  must  be  borne  in  mind,  however, 
that  one  often  knows  considerable  about  a  topic  that  he  does  not 
realize  he  knows  until  he  gets  down  to  outlining  and  analyzing  it. 
Still  it  is  best  not  to  expect  too  much  from  young  students.  We  wish 
them  to  have  confidence  in  themselves,  and  the  way  to  cultivate  this 
very  much  desired  trait  is  to  draw  on  their  acquired  knowledge  and 
actual  experiences,  which,  of  course,  are  not  yet  very  extensive. 

Have  pupils  file  all  of  their  written  work  with  you  so  that  they 
and  others  may  see  at  any  time  their  improvement  from  month  to 


-  36  — 


month,  not  only  improvement  in  thought,  but  also  in  spelling,  pen- 
manship, neatness,  etc.  Recognizing  their  own  gain  is,  perhaps,  the 
most  powerful  incentive  to  make  good. 

To  do  good  work  in  English,  spelling,  and  penmanship,  it  is  abso- 
lutely necessary  that  every  teacher  in  the  corps  pay  strict  attention 
to  the  oral  and  written  work  at  all  times.  This  constant  interest  will 
soon  be  appreciated  by  the  children  and  then  they  will  soon  acquire 
the  habit  of  guarding  their  speech  and  of  taking  pains  in  writing. 

We  recommend,  that  each  class  be  organized  into  a  Students' 
English  Club.  Each  club  in  addition  to  its  classwork  might  occasion- 
ally give  a  program,  open  to  their  parents  and  others,  and  every  week 
one  of  the  clubs  could  give  two  or  three  numbers  at  the  General  Exer- 
cises. There  are  other  socializing  and  school-spirit-building  activities 
in  which  these  clubs  could  participate  in  order  to  help  the  school  and 
the  community.  These  will  readily  suggest  themselves  to  the  clubs 
and  to  the  teachers. 


MINIMUM  WORK  IN  ARITHMETIC. 

GRADE  I. 
September  to  February. 

1.  Count  to  10,  with  and  without  objects.  Back  to  1.  (Both 
classes.) 

2.  Recognition  of  groups  to  5,  inclusive.    (Both  classes.) 

3.  Numbers  before  and  after  5,  4,  8,  7,  etc.,  to  10.  (Both  classes.) 

4.  Adding  (with  and  without  objects)  by  ones  to  10;  by  twos 

to  8. 

5.  Measurement:  Use  of  ruler.  Draw  horizontal  and  vertical 
lines  1  foot  and  1  inch  long  on  blackboard. 

6.  Show  with  squares  how  many  hands  you  have;  fingers;  feet 
a  dog  has;  2  dogs;  wings  a  hen  has;  3  hens,  etc.  (Group  twos  and 
fours. ) 

7.  Days  in  a  week.   Their  names  in  order. 

8.  Written :  Figures :  1  to  5,  inclusive.  Read  figures  beyond  these. 

October  and  March. 

1.  Count  to  20  by  ones  with  and  without  objects.  Back  by  ones. 
Both  classes. 

2.  Recognition  of  groups  to  6,  inclusive.  (6  in  three  ways.) 
Both  classes. 

3.  Numbers  before  and  after  5,  4,  8,  11,  etc.,  to  20. 

4.  Add  2  to  numbers  to  8,  inclusive,  and  3  to  numbers  to  7. 
inclusive. 

5.  Teach  meaning  of  subtraction. 

6.  Measurement:  Continue  ruler  work;  lines,  terms,  square, 
and  oblong. 


—  37  — 


7.  Continue  work  with  squares.    (See  No.  6,  September.) 

8.  Inches  in  foot. 

9.  Written:  Figures  to  10. 

November  and  April. 

1.  Review  September  and  October  work.  Count  by  twos  to  12, 
and  back  by  twos  to  0 ;  by  twos  to  11,  beginning  with  1. 

2.  Continue  recognition  of  groups  to  6,  inclusive;  10  as  two 
fives ;  8  as  two  fours. 

3.  Subtract  1  from  all  numbers  to  10 ;  2  from  numbers  to  6. 

4.  4+4;  5+5;  6+6;  4-1 ;  4-2 ;  6-3;  8-4;  10-5;  12-6.  (Teach 
meaning  of  two  4's;  two  3's;  two  6's;  two  5's;  two  l's.) 

5.  Make  squares  and  oblongs  of  certain  sizes  with  squares  and 
ruler.   Try  to  image  them.   Foot,  yard,  cent,  nickel,  dime. 

6.  Teach  reading  of  figures  to  20. 

7.  Written:  Copying  little  problems  from  board,  as:  5x1,  etc. 

December  and  May. 

1.  Review.  Count  by  twos  to  20  threes  to  12 ;  fours  and  fives  to 
20.  Back  from  20  by  twos  to  0 ;  back  from  12  by  threes  to  0.  Count 
by  10 's  to  100;  by  twos  to  19,  beginning  with  1.   Concrete  examples. 

2.  Add  4  to  numbers  to  6.    Subtract  2  from  numbers  to  10. 

3.  Continue  "5"  of  November  work. 

4.  Continue  "6"  of  September  work,  giving  also  abstract  work, 
as  2  twos,  3  twos,  4  twos,  5  twos,  3'  threes,  5  threes,  4  fives. 

5.  Halves  of  even  numbers  to  12.    Also  half  of  20. 

6.  Quarts,  pints.  Triangle. 

7.  Teach  reading  of  figures  to  100. 

8.  Written :  Simple  problems  in  additions  and  subtraction  to 
copy  from  board  and  supply  answers. 

GRADE  II,  CLASS  II. 
September. 

1.  Count  by  l's,  2's,  4's,  5's  to  20  and  back  to  0;  3's  and  4's  to 
12  and  back  to  0;  10 's  to  100  and  5's  to  100  and  back  to  0. 

2.  Teach  facts  of  7. 

3.  Add  2  to  all  numbers  to  10. 

4.  Subtract  2  from  all  numbers  below  12. 

5.  Multiply  by  2  all  numbers  to  10. 

6.  Divide  by  2  all  numbers  to  12.    (T#ach  2  forms :  V2  of ;  2 's  in.) 

7.  Draw  horizontal  and  vertical  lines  of  given  length  and  ob- 
longs.  Individual  problems  to  be  solved  at  board. 

8.  Teach  writing  of  figures  from  10  to  20. 

9.  Signs:  plus,  minus,  equals. 

10.  Exercises  in  the  use  of  the  ruler  as  a  straight  edge,  and  as 
a  measure.    (See  suggestions.) 


—  38  — 


October. 

1.  Continue  "1"  of  September  and  count  by  2's  to  24  and 
back  to  0. 

2.  Teach  all  facts  of  8. 

3.  Subtract  3  from  all  numbers  below  12.  (Review  subtracting 
1  and  2.) 

4.  Add  3  to  all  numbers  to  10. 

5.  Multiply  by  2  all  numbers  to  10. 

6.  Multiply  by  3  all  numbers  to  5,  inclusive. 

7.  Divide  by  2  all  numbers  to  16. 

8.  Divide  3,  6,  9,  12,  15  by  3.  (3'sin.) 

9.  Draw  lines,  oblongs,  squares.    (See  10,  September.) 

10.  Teach  writing  of  figures  from  20  to  30;  also  40,  50,  60,  70, 
80,  90,  100. 

11.  Signs:  for  multiplication,  division,  dollars,  cents. 

November. 

1.  Continue  1  of  September  and  October,  and  count  by  3's  to  21 
and  back  to  0. 

2.  Teach  all  facts  of  9. 

3.  Add  4  to  all  numbers  to  10 ;  subtract  4  from  all  numbers  be- 
low 12 ;  multiply  by  4  all  numbers  to  5,  inclusive ;  divide  by  2  all  num- 
bers to  20;  divide  3,  6,  9,  12,  15,  18  by  3;  divide  4,  8,  12,  16,  20  by  4. 

4.  Image  squares  and  oblongs  containing  as  many  as  20  square 
inches. 

5.  Write  all  figures  from  1  to  100. 

December. 

1.  Continue  1  of  September,  October  and  November,  and  count 
by  4's  to  24  and  back  to  0. 

2.  Teach  all  facts  of  10,  11,  12  not  already  given. 

3.  *9  4  3 

17  2 

4.  Continue  use  of  rulers,  squares  and  oblongs. 

5.  Teach  how  to  write  101,  102,  etc.,  to  110. 

*Have  such  problems  on  board  for  oral  drill,  having  pupils  give 
sums  instantly  reading  up  and  down. 

January. 

Review  term's  work.  • 

GRADE  II,  CLASS  I. 
September. 

1.  Continue  1  of  September,  October,  November  and  December, 
and  count  by  6's  to  24  and  back  to  0. 


—  39  — 


2.  Teach  writing  of  figures  from  1  to  100. 

3.  Add  columns  of  figures  of  1  place. 

4.  Add  columns  of  figures  of  2  places,  whose  digits  do  not  add 
beyond  9.   Read  answers  for  practice. 

5.  Teach  facts  of  13  and  14. 

6.  Concrete  problems  using  facts  learned.  (Use  Hoyt-Peet's 
First  Year  in  Number.) 

October. 

1.  Continue  counting  as  before  and  count  by  7's  to  21  and 
back  to  0. 

2.  Continue  2,  3,  and  4  of  September  work. 

3.  Subtraction,  giving  answers  when  work  is  on  board  thus: 

2  9  11 

-1        -2  -3 

4.  Subtract  a  one  place  number  from  a  two  place  one,  as : 

10  13  14 
-9        -9  -8 

—        —        —  Concrete  problems. 

5.  Teach  facts  of  15  and  16. 

6.  Do  not  neglect  yard,  foot,  inch  problems. 

7.  Write  figures  to  200. 

November. 

1.  Continue  counting  as  before  and  count  by  8's  to  24  and 
back  to  0. 

2.  Continue  review  of  September  and  October  work.  Use  addi- 
tion and  subtraction  problems  for  seat  work. 

3.  Halves  with  objects:  apples,  squares,  circles,  oblongs,  etc. 

4.  Meaning  of  thirds,  fourths,  fifths,  etc.   Use  many  problems. 

5.  Facts  of  17  and  18. 

December. 

1.  Continue  counting  as  before  and  count  by  9's  to  27  and 
back  to  0. 

2.  Review  September,  October,  and  November  work. 

3.  Fourths  of  numbers;  thirds. 

4.  Pints,  quarts,  gallons. 

5.  Facts  of  19  and  20. 

6.  Write  figures  to  1000. 

January. 

1.    General  review  of  work  done. 


—  40  — 


GRADE  III. 

Daily  work  with  the  book  is  necessary  as  the  reading  of  arith- 
metic is  a  new  and  very  big  problem  for  third  grade  children.  Begin 
with  the  first  page  and  see  that  the  children  understand  that  they  are 
to  follow  the  directions  given  in  the  text,  answer  the  questions  asked, 
and  do  the  things  they  are  told  to  do  by  the  author.  When  you  assign 
problems  to  be  solved  at  the  board  teach  the  children  as  early  as  pos- 
sible to  read  and  know  the  problem  before  leaving  their  seats,  so  that 
they  do  not  need  to  take  their  books  with  them.  READ !  READ ! 
READ !  You  have  seventy  minutes  for  arithmetic.  Divide  your  time 
in  such  a  way  that  you  vary  the  work — have  drill  work,  book  work, 
board  work  daily.  The  following  plan  for  drill  on  the  tables  should 
be  carried  out  as  directed.  Work  with  vim  and  energy — do  not  let  the 
drill  drag.  You  should  be  able  to  do  all  of  it  in  a  15  minute  period 
after  you  get  the  swing  of  it.  Children  of  third  grade  age  like  drills 
if  they  are  snappy.  Make  yours  so  and  you  will  be  rewarded  by  good 
results. 

DRILL  ON  TABLES. 

First  11  days.    2's.    Oral  1  day,  written  1  day — alternately. 

1.  Count  to  24  by  2's  and  back  from  24  to  0. 

2.  Begin  with  1  and  count  to  25  by  2's  and  back  to  1. 

3.  Add  2  to  numbers  to  10. 

4.  Subtract  2  from  numbers  to  11,  as  10-2,  8-2,  5-2,  etc. 

5.  Add  2  to  0,  10,  20,  30,  40,  50,  60,  etc.,  to  100. 

6.  Subtract  2  from  2,  12,  22,  32,  42,  52,  62,  etc. 

7.  Multiply  by  2  numbers  to  12,  as  2  times  1,  2  times  2,  2  times  3, 
2  times  4,  etc. 

8.  !/2  of  numbers  to  24. 

9.  Times  2  to  12  times  2,  as  1x2,  2x2,  3x2. 

(See  that  these  drills  are  not  always  given  in  order,  that  is  from 
1  in  order  to  12  times.) 

10.  2's  in  numbers  to  24. 

11.  Concrete  problems  involving  2c  stamp,  pints  and  quarts,  2's. 

Second  day.   Same  as  above  except  numbers  5  and  6  should  be: 

5.  Add  2  to  1,  11,  21,  31,  41,  51,  etc. 

6.  Subtract  2  from  3,  13,  23,  33,  43,  53,  63,  etc. 

Third  day.   Same  except 

5.  Add  2  to  2,  12,  22,  32,  42,  etc. 

6.  Subtract  2  from  4,  14,  24,  34,  44,  etc. 

Fourth  day. 

5    Add  2  to  3,  13,  23,  33,  43,  53,  etc. 

6.    Subtract  2  from  5,  15,  25,  35,  45,  etc. 


—  41  — 


Fifth  day. 

5    Add  2  to  4,  14,  24,  34,  44,  54,  etc. 

6.    Subtract  2  from  6,  16,  26,  36,  46,  56,  etc. 

Sixth  day. 

5.  Add  2  to  5,  15,  25,  35,  45,  55,  etc. 

6.  Subtract  2  from  7,  17,  27,  37,  47,  57,  etc. 

Seventh  day. 

5.  Add  2  to  6,  16,  26,  36,  46,  56,  66,  76,  etc. 

6.  Subtract  2  from  8,  18,  28,  38,  48,  58,  etc. 

Eighth  day. 

5.  Add  2  to  7,  17,  27,  37,  47,  57,  67,  etc. 

6.  Subtract  2  from  9,  19,  29,  39,  49,  59,  69,  etc. 

Ninth  day. 

5.  Add  2  to  8,  18,  28,  38,  48,  58,  68,  etc. 

6.  Subtract  2  from  10,  20,  30,  40,  etc. 

Tenth  day. 

5.  Add  2  to  9,  19,  29,  39,  49,  59,  69,  etc. 

6.  Subtract  2  from  11,  21,  31,  41,  51,  etc. 

Eleventh  day. 

5.  Add  2  to  all  numbers  to  100. 

6.  Subtract  2  from  all  numbers  to  100. 

NEXT  11  DAYS  TREAT  3's  IN  SAME  WAY,  IN  NUMBERS  1 
AND  2,  COUNTING  BY  3's  TO  36  AND  BACK.  In  all  other  places 
substitute  a  3  for  a  2  and  continue  work  for  11  days>  adding,  sub- 
tracting, multiplying  and  dividing  by  3  and  finding  1/3  of  numbers 
to  36.  No.  11.  Concrete  problem  involving  3's,  triangles,  3c  stamps, 
cost  at  $3,  etc. 

REVIEW  the  2's  2  days,  oral  1  day,  written  1  day. 
REVIEW  the  3's  two  days,  written  1  day  and  oral  1  day. 
NEXT  11  DAYS  TAKE  UP  4's  IN  SAME  WAY.  Concrete  work 
involving  4's,  dollars,  cents,  quarts,  gallons,  etc. 
REVIEW  2's  1  day;  3's  2  days;  4's  3  days. 
NEXT  11  DAYS  TAKE  UP  5's.   Same  procedure. 
REVIEW  2's  1  day;  3's  1  day;  4's  2  days;  5's  1  day. 
GENERAL  REVIEW :  2 's,  3 's,  4  %  5 's. 
NEXT  11  DAYS  TAKE  UP  6's.   Same  procedure. 
REVIEW  2's  and  3's  1  day;  4's  1  day;  5's  and  6's  1  day. 
NEXT  11  DAYS  TAKE  7's  Same  way. 

REVIEW  2's  and  3's  1  day;  4's  and  5's  1  day;  6's  2  days;  7's 
2  days. 


—  42  — 


NEXT  11  DAYS  TAKE  8's  same  way. 

REVIEW  4's  and  5's  1  day;  6's  1  day;  7's  1  day.  General  re- 
view 1  day. 

NEXT  11  DAYS  TAKE  9's  in  same  way. 

REVIEW  2's,  3's,  4's  1  day;  5's  and  6's  1  day;  7's  1  day;  8's 
1  day. 

NEXT  11  DAYS  TAKE  10 's  same  way. 

REVIEW  2's,  3's,  4's,  5's  1  day;  6's  1  day;  7's  1  day;  8's  1  day, 
9's  1  day ;  general  review  1  day. 

NEXT  11  DAYS  TAKE  11 's  same  way. 

REVIEW  2's,  3's,  4's,  5's  and  10 's  1  day;  6's  1  day;  7's  1  day; 
8's  1  day;  9's  1  day;  general  review  1  day. 
NEXT  11  DAYS  TAKE  12 's  same  way. 

REVIEW  2's,  3's,  4's,  5's  and  10 's  1  day;  6's  1  day;  7's  1  day; 
8's  1  day;  9's  1  day;  11  's  1  day;  12's  1  day. 

REVIEW  EVERY  DAY,  beginning  with  12 's,  and  working 
backward. 

GIVE  SPECIAL  TIME  TO,  OR  RATHER,  REVIEW  THOSE 
TABLES  THAT  ARE  MOST  TROUBLESOME  MOST  FRE- 
QUENTLY. 


I.  Counting : 

a.  Review  the  multiplication  table  by  counting  5,  10,  15,  20,  etc. ; 
7,  14,  21,  28,  etc. 

II.  Addition  and  Subtraction : 

a.  Test  all  pupils  for  accuracy,  facility  and  efficiency. 

b.  Daily  practice  in  order  to  obtain  rapidity  and  accuracy. 

III.  Multiplication : 

a.  For  advanced  work  teach  tables  of  10 's,  11 's  and  12 's. 

b.  Multipliers  of  three  orders. 

c.  Continue  drill  on  Multiplication  in  the  following  form, 
teacher  giving  products  and  pupil  giving  factors : 


FOURTH  GRADE. 
First  Half  Year. 


4=2X2 
6=2X3 
8=2X4 
9=3X3 
10=2X5 
12=3X4 


20=4X5 
21=3X7 
24=6X4 


18=2X9 
3X6 


3X8 


40= 
42= 
48= 
49= 
54= 
63= 
64= 
72= 
81= 


36 


=6X6 
4X9 
=5X8 
=6X7 
=6X8 
=7X7 
6X9 
=7X9 
=8X8 
8X9 
9X9 


2X6 


25=5X5 
27=3X9 
30=6X5 
35=7X5 


14=2X7 
15=3X5 
16=4X4 


2X8 


—  43  — 

Note . — This  not  only  makes  for  skill  in  multiplication,  but  aids 
in  estimating  the  quotient  in  long  division. 

d.    Use  many  concrete  problems,  choosing  from  measures  taught. 

IV.    Division : 

a.    Short  Division. 

1.  Problems  with  remainders. 

2.  Use  dividends  of  three  or  four  orders. 

3.  Use  problems  including  dollars  and  cents. 

4.  Divisors  not  to  exceed  9. 
Steps. 

(a)  213  1/2 


2)427  * 

Note: — This  type  of  example  should  be  mastered  before  next 
type  is  taken. 

(b)  $293 
2)$586 

5.  Teach 

Concrete  divisor  )  Abstract  quotient. 
Concrete  dividend  (  Measurement  ) 

Concrete  dividend  )  Concrete  quotient. 
Abstract  divisor  (  Partition  ) 

V.  Measures : 

a.  Develop  and  use  tables  of  United  States  money  and  liquid 
measures. 

b.  Measure  perimeters  of  objects. 

c.  Give  oral  concrete  problems. 

VI.  Symbols: 

a.  Pupils  should  be  able  to  read  and  write  any  numbers  to 
millions. 

b.  Teach  notation  to  millions. 

VII.  Problems: 

a.  Select  problems  from  text  book  and  supplementary  lists  of 
problems. 

b.  Two  step  problems  may  now  be  used  in  written  work. 
Note :— Written  work  should  have  a  time  limit  to  secure  rapidity. 

VIII.  Recreation : 

a.  Work  out  games  and  plays  for  recreational  work.  Use  the 
mineograph  for  duplicate  work. 

Note :— Short  division  is  the  work  of  this  half  year. 


FOURTH  GRADE. 


Second  Half  Year. 


I.  Addition  and  Subtraction : 

a.  No  pupil  should  leave  this  grade  who  has  not  mastered  these 
processes.   Mastery  means  accuracy  and  rapidity. 

b.  Use  many  concrete  problems. 

II.  Multiplication : 

a.  The  children  are  now  ready  for  drill  which  should  lead  to 
accuracy  and  rapidity. 

b.  Use  many  concrete  problems. 

III.  Division : 

a.  Review  short  division.  . 

Note : — Do  not  begin  long  division  until  accuracy  and  rapidity 
of  short  division  is  satisfactory. 

b.  Long  Division. 

1.    Use  two  orders  in  divisors. 


Note: — Divide  this  subject  into  the  steps  involved  and  master 
one  step  at  a  time.  All  problems  used,  whether  in  class  or  as  seat 
work  from  the  board,  must  be  worked  by  the  teacher,  in  order  to  make 
sure  that  no  question  is  involved  which  is  too  difficult  for  the  children. 

c.    Steps : 


(a)  20,  30,  40,  50,  60,  70,  80,  90. 

21,  31,  41,  51,  61,  71,  81,  91. 

22,  32,  etc. 

23,  33,  etc. 


1. 


3221 


20)64420 
60 


44 
40 


Note : — The  greatest  multiple 
of  20  in  64  is  60.  Three 
times  20  is  60,  etc. 


42 
40 


20 
20 


2.  316 


21)6636 

63  Note  1 — (a)  Divisor  has  one  or 
  more  units. 

33  (b)  The  greatest  multiple  of  21 

21  in  66  is  63, 

  (c)  Three  times  21  is  63,  etc. 

126  (d)  Three  places  in  new  divi- 

126  dend. 


Note  2. — Oral  drill  in  telling  the  first  digit  in  the  quotient  should 
be  given.  Do  not  allow  the  pupil  to  guess  or  to  feel  that  it  is  proper 
to  erase  a  quotient  figure  after  it  has  been  placed  on  his  paper.  Chil- 
dren should  determine  the  quotient  at  a  glance. 


3.  615 


24)14760 

144  Note  1. — First  three  digits  con- 

  sidered  in  the  dividend. 

36  Note  2. — The  greatest  multiple 

24  of  2  in  14  allowing  for  car- 

  rying  is  12.    Think  6  2's 

120  are  12.  Write  6  in  the  quo- 

120  tient.  Multiply  24  by  6,  etc. 


4.  2066 


24)49584 
48 

  Note  1. — Cipher  in  quotient. 

158  Note  2.— The  greatest  multiple 
144  of  24  in  49  is  48.  Two  times 
  24  is  48,  etc. 

144 

144 


—  46  — 


5.  318 


26)8268 
78 

46 
26 

208 
208 


Note  1. — The  greatest  multiple 
of  2  in  8  allowing  for  car- 
rying is  6.  Think  3  two's 
are  6.  Write  3  in  quotient, 
etc. 

Note  2. — Again,  pupils  must  not 
guess.  Teach  them  to  see 
quickly  that  2x4  are  8  and 
1  is  nine  which  is  too  large. 
Drill  orally. 

Note  3. — Prove. 


d.    Give  many  concrete  problems. 

IV.  Fractions: 

a.  Equivalent  fractions. 
2/4=1/2 ;  3/6=1/2,  etc. 

b.  Compare  values,  using  terms  "larger"  and  "smaller". 
2/3  and  3/4,  1/2  and  3/4,  3/4  and  1/3,  etc. 

c.  Teach  all  work  objectively.  Use  lines,  foot  rules,  squares, 
strips  of  paper,  etc.,  e.  g. 

3/4  is  larger  than  2/3.  . 

Note: — This  will  give  pupils  objective  understanding  of  a  frac- 
tion. In  these  comparisons  take  only  fractions  in  daily  use,  e.  g.  1/2, 
1/3,  2/3,  1/4,  3/4,  1/5. 

V.  Symbols : 

a.  Roman  numerals. 

1.  Teach  children  that  the  symbol  repeats  but  three  times: 
I,  II,  III,  or  VI,  VII,  VIII,  or  XI,  XII,  XIII,  or  X,  XX, 
XXX. 

2.  Any  symbol  preceding  one  of  greater  value  subtracts  its 
value.   IX,  IV,  XL,  XC. 

3.  Teach  the  fundamental  symbols — I,  V,  X,  L,  C.  D.  M. 

Note: — With  these  facts  the  children  can  now  build  any  number 
to  1915. 

b.  Dividend,  divisor,  quotient.    No  formal  definitions. 

VI.  Measures : 

a.  Teach  dry  and  linear  measures. 

b.  Teach  units  of  measure  to  be  found  in  square  measure,  e.  g. 
square  inch,  square  foot,  square  yard.  The  table  is  not  to  be  taught 
formally. 

c.  Steps  of  teaching. 

1.    Square  inch  as  unit  of  measure. 

(a)  Cut  and  use  square  inch. 

(b)  First  measure  square  areas,  then  rectangles. 


—  47  — 


(c)  Form  of  problems. 

In  one  row  there  are  5  square  inches. 

In  three  rows  there  are  3x5  square  inches  or  15  square 

inches.  Avoid  such  inaccuracies  as  3  in.  X5  in. =15  sq.  in. 

(d)  Estimate  surfaces,  then  measure. 

(e)  Problems. 

These  should  be  obtained  chiefly  from  the  surfaces  the 
children  have  measured. 

2.  Square  Foot. 

(a)  Mark  a  square  foot  on  blackboard  or  floor. 

(b)  Measure  many  objects  with  unit  of  a  square  foot. 

(c)  Find  by  measure  the  number  of  square  inches  in  a 
square  foot. 

(d)  Estimate  surfaces  in  square  feet. 

(e)  Problems. 

These  should  all  be  obtained  through  measuring,  floor, 
walls,  blackboard,  doors,  etc.  Have  children  find  out  the 
cost  of  painting  the  walls  of  their  room.  Figure  cost  of 
tinting  the  ceiling,  etc. 

3.  Square  Yard. 

Develop  it  by  the  same  general  steps  as  in  (2)  above. 

VIL  Problems. 

Use  problems  out  of  the  textbook  including  addition,  sub- 
traction, multiplication  and  division. 

GRADE  V. 
First  Half  Year. 

I.  Notation  and  Numeration: 

Children  should  read  and  write  to  millions. 

II.  Counting : 

a.  Review  7's,  8's,  9's,  12 's. 

b.  Count  by  12  1/2  to  100. 

c.  Count  by  20  to  200. 

III.  Division: 

a.    Use  divisors  of  three  or  more  orders. 
Note. — Drill  for  rapidity  and  accuracy. 

IV.  Factoring : 

a.  Divisibility  by  2,  5,  10. 

b.  Factors.    (See  Fourth  Grade,  First  Half  Year— III.) 

This  is  a  review  of  multiplication.  Factor  orally  only  and 
work  for  rapidity. 


—  48  — 


c.  Multiples. 

This  again  is  review  and  should  be  done  orally. 

V.  Fractions. 

a.  Concept  of  fractions  reviewed. 

1.  Fractional  part  of  single  objects  and  groups  of  objects. 

2.  Terms. 

Note: — Keep  all  processes  within  the  multiplication  table  while 
teaching  fractions. 

b.  Reduction. 

1.  Integers  and  mixed  numbers  to  fractions. 

(a)  Eeview  equivalent  fractions,  1=2/2,  1=3/3,  2/4= 
1/2,  4/6=2/3. 

(b)  If  1=2/2,  2  1/2=5/2,  2=4/2,  etc. 
Note  1. — Teach  all  work  objectively. 

Note  2. — Each  pupil  should  actually  illustrate  these  principles. 
It  is  not  sufficient  to  watch  the  teacher  or  some  one  pupil  do  the  work. 

2.  Improper  fractions  to  integers  or  mixed  numbers. 

3.  Fractions  to  higher  or  lower  numbers. 

(a)  Comparison  of  fractions  e.  g.  8/12=2/3. 

(b)  Teach  through  illustration  that  when  both  terms  of 
a  fraction  are  multiplied  or  divided  by  the  same  number 
the  value  is  not  changed. 

c.  Addition  of  fractions  and  mixed  numbers. 

1.  Whole  numbers  and  fractions. 

2.  Mixed  numbers  and  fractions. 

(a)  Like  denominators. 
2  3/4  plus  1/4=? 

(b)  2  3/4  plus  1/2=? 
25  2/3  plus  1/4=? 

3.  Fractions. 

1/4  plus  3/4  plus  2/3. 

Use  only  those  common  denominators  to  be  found  in  the 
tables  and  which  you  have  used  in  finding  factors  and 
multiples. 

4.  Mixed  numbers  plus  mixed  numbers. 

d.  Subtraction  of  fractions  and  mixed  numbers. 

VI.  Measures. 

a.  Review  units  of  measure.    See  Fourth  Grade. 

b.  Table — Square  Measure. 

c.  Applications. 

Area — Plastering,  papering,  carpeting,  painting,  etc. 

d.  Problems  in  liquid,  dry,  and  linear  measure. 

VII.  Probelms. 

a.  Concrete  problems  in  four  fundamental  processes.  Include 
problems  in  fractions,  measures,  etc. 

b.  Bills. 

1.    Use  children 's  problems  of  earning,  purchasing,  saving. 


—  49  — 


2.  Make  list  from  grocery  store,  etc. 

3.  Problems  from  text. 

FIFTH  GRADE. 
Second  Half  Year. 

L    Notation  and  numeration  reviewed. 

II.  Counting  reviewed, 
a.  Contests. 

III.  Integers. 

a.  Four  fundamental  processes  reviewed  daily  in  rapid  five 
minute  drill. 

b.  Apply  the  standard  tests. 

IV.  Factoring:    Review  work  of  first  half  year. 

V.  Fractions : 

a.  Addition  and  subtraction  reviewed. 

b.  Multiplication  of  fraction. 

1.  A  fraction  by  an  integer — 2/5X5;  2/5X3,  etc. 

2.  An  integer  by  a  fraction— 7/8  of  64 ;  2/3  of  64,  etc. 

3.  Multiply  a  mixed  number  by  an  integer — 3  1/2X60, 
3  2/3X60,  etc. 

4.  A  fraction  by  a   fraction— 1/2X1/5 ;   2/3XV5;  and 
2/3X4/5. 

5.  A  mixed  number  by  a  mixed  number — 

(a)    4  2/5     1/2  of  4  2/5  equals  2  1/5,  write  2  1/5. 
5  1/2     5X2/5  equals  2,  write  2. 


2  1/5  5X4  equals  20,  write  20. 

2  Note: — This  process  makes  an  excel- 

20  lent  review  in  all  steps  of  multiplication 

  of  fractions. 

24  1/5 


(b)     6  2/5 
5  2/3 


2  2/15 


4  4/15 
2 
30 


36  4/15 

c.    Division  of  fractions :  - 

1.    Dividing  a  whole  or  mixed  number  bv  a  fraction- 
2  1/3H-3/4. 


—  50  — 


2.  Dividing   a    mixed   number   by   a    mixed    number — 
3  2/5-h-lO  2/3. 

3.  Dividing  a  fraction  by  an  integer — 12/36-^7. 

4.  Dividing  a  mixed  number  by  an  integer — 47  7/8-7-7. 
d.    Cancellation : 

1.  Review — Dividing  both  terms  of  a  fraction  by  the  same 
number  does  not  alter  its  value. 

2.  (a)  4  1/11X2  4/9. 

5  2 

—  — =10       Leaving  a  whole  number. 
it     0  Cancelling  out  a  term. 

(b)    3  8/9X2  1/10    Cancelling  only  multiples. 
7  7 
itXU  49 

—  — =—  or  8  1/6 

0  n  6 

3  2 

Note: — Cancellation  is  a  " short  cut"  and  should  be  used  only 
after  the  "b"  step  is  mastered. 
VI.    Problems : 

a.  Concrete  problems  in  all  work  of  this  grade.  Include  the 
four  fundamental  processes,  square  measure,  fractions,  etc. 

b.  Bills. 

SIXTH  GRADE. 
First  Half  Year. 

REVIEW  THOROUGHLY  THE  FUNDAMENTAL  OPERA- 
TIONS WHICH  WERE  DEVELOPED  IN  THE  SECOND  AND 
THIRD  GRADES,  LONG  DIVISION  WHICH  WAS  DEVELOPED 
IN  THE  FOURTH  GRADE,  AND  THE  FUNDAMENTAL  OPERA- 
TIONS OF  COMMON  FRACTIONS  OF  THE  FOURTH  AND  FIFTH 
GRADES. 

Use  methods  and  processes  presented  in  the  course  of  study  in 
previous  grades. 

Pupils  coming  to  the  sixth  grade  should  know  the  fundamental 
operations ;  the  tables  of  linear  measure,  dry  measure,  liquid  measure, 
time  measure,  avoirdupois  weight,  United  States  money,  addition, 
subtraction,  multiplication  and  division  of  common  fractions,  and 
simple  checks  on  work. 

Owing  to  the  fact  that  the  child's  mind,  during  the  first 
years  of  his  school  life,  is  more  receptive  than  analytic,  it  is  extremely 
important  that  the  fundamental  operations  and  processes  be  thor- 
oughly learned  and  fixed  in  his  mind  before  he  enters  this  grade.  Tn 


—  51  — 


this  grade  the  advance  arithmetic  work  should  provide  more  for  the 
analytic  mind  by  giving  reasons  for  operations  and  processes  learned, 
and  by  presenting  problems  that  call  for  reasoning  on  the  part  of 
the  child. 

I.  Counting : 

Teach,  in  addition  to  previous  work,  counting  by  12  1/2  to  100, 
16  2/3  to  100,  25  to  100,  37  1/2  to  150,  etc. 

II.  Fractions : 

In  all  fractional  work  use  the  processes  which  are  used  in  the 
fourth  and  fifth  grades  so  as  not  to  confuse  the  child  with  different; 
processes.  However,  do  not  require  pupils  who  have  acquired  facility 
in  other  processes  to  change.  Before  leaving  this  grade  pupils  should 
be  able  to  apply  their  knowledge  of  fractions  in  solving  a  great  variety 
of  concrete  problems. 

The  more  complex  problems,  such  as, 
6/7       3/4  of  5/8—2/3 

  or   

3/4      2/5  of  3/8 
should  not  be  introduced  in  this  grade.   Such  problems  are  not  likely 
to  occur  in  practical  use. 

III.  Decimal  Fractions : 
Some  knowledge  of  decimal  fractions  has  been  obtained  in  the 
fourth  and  fifth  grades  in  addition,  subtraction,  and  multiplication  of 
United  States  money.  The  first  new  process  to  be  introduced  in  this 
grade  is  division  of  decimals.  In  this  two  difficulties  present  them- 
selves :  first,  the  placing  of  the  decimal  point,  and  second,  the  under- 
standing of  the  value  of  the  decimal  place.  The  former  can  be  under- 
stood only  after  long  drill,  the  latter  by  many  concrete  illustrations, 
a.    Relation  of  simple  fractions  to  decimal  fractions. 

1.  Reduction  of  decimal  to  common  fractions. 

(a)  .6  and  6/10  sound  the  same  and  have  the  same  value. 

(b)  .625  or  625 

 =5/8 

1000 

2.  Reduction  of  common  to  decimal  fractions. 

(a)  5/8  regarded  as  an  indicated  division  euals  5-r-8. 
Since  we  cannot  take  1/8  of  5  units  exactly,  reduce  5 
units  to  lower  denomination,  and  we  have  50  tenths  or 
500  hundredths,  or  5000  thousands,  etc. 
1/8  of  5000  thousandths  equals  .625. 

Note : — This  process  may  be  briefly  performed  by  placing  a  deci- 
mal after  the  numerator  and  dividing  by  the  denominator,  e.  g. 

.6  .625 


3/5=5)3.0 


5/8=8)5.000 


—  52  — 


b.    Teach  reading  and  writing  decimal  fractions. 

1.  Pupils  should  learn  the  order  of  the  decimal  scale  and 
the  position  of  each  order  with  reference  to  the  decimal 
point. 

2.  Do  not  emphasize  the  decimal  orders  beyond  the  sixth. 
Most  of  the  emphasis  should  be  placed  upon  the  first 
three  orders. 

3.  To  read  pure  decimals :  Read  as  in  whole  numbers,  then 
state  the  name  of  the  decimal  order  of  the  figure  at  the 
right,  e.  g.  .025  is  read,  twenty-five  thousandths. 

4.  To  read  mixed  decimals:  Read  the  integral  part,  then 
the  decimal  part,  joining  the  two  parts  by  and  e.  g. 
325.025  is  read  three  hundred  twenty-five  and  twenty- 
five  thousandths. 

Note  1 : — 3500 . 0005  should  be  read,  three  thousand  five 
hundred,  and  five  ten  thousandths. 

Note  2 : — .3505  should  be  read,  three  thousand  five  hun- 
dred ten  thousands. 

Note  3: — .03/5  should  be  read,  three-fifths  of  a  tenth, 
or  three-fifths  tenths. 

Note  4: — .003/5  should  be  read,  three  fifths  of  a  hun- 
dredth, or  three-fifths  hundredths. 

Note  5 : — 3 . 03/5  should  be  read,  three,  and  three-fifths 
of  a  tenth. 

Note  6: — 0.3  3/5  should  be  read,  three  and  three- 
fifths  tenths. 

Note  7: — 3.3  3/5  should  be  read,  three,  and  three  and 
three-fifths  tenths. 
Note  8: — In  reading  decimals  "and"  should  be  used 
after  reading  the  integral  part. 

5.  Annexing  zeros. 

(a)  .25  is  made  up  of  .2  plus  .05.  Write  the  figure  3  to 
the  right  of  .25  and  the  expression  will  be  .253.  .253  is 
made  up  of  .2  plus  .05  plus  .003.  If  2  had  been  written 
instead  of  3,  .002  would  have  been  added.  If  0  had  been 
written  no  thousands  would  have  been  added. 

(b)  Effect  of  moving  the  decimal  point  to  the  right  or 
to  the  left. 

Compare  the  value  of  100;  10.0;  1.00;  0.1. 
c.    Addition  and  subtraction: 

Pupils  of  this  grade  were  made  familiar  with  these  operations  by 
means  of  problems  in  United  States  money  in  previous  grades.  Re- 
view and  extend  these  operations. 


—  53  — 


d.  Multiplication : 

1.  Position  of  decimal  point  determined  by  principles  of 
common  fractions. 

(a)  . 5X  .  15=5/10X15/100=75/1000= .  075. 

(b)  4. 27X  .005=427/100X5/1000=2135/10000=. 02135. 

2.  After  a  sufficient  number  of  illustration  the  pupils  should 
be  led  to  formulate  a  rule  for  multiplication  of  decimal 
fractions. 

e.  Division : 

1.  Position  of  decimal  point  determined  by  principles  of 
common  fractions. 

(a)  .  008-^- .  04=8/1000^4/100=2/10= .  2. 

(b)  . 0036^- .  00004=36/10000-^4/100000=90. 

2.  After  a  sufficient  number  of  illustration  the  pupils  should 
be  led  to  formulate  a  rule  for  devision  of  decimal  frac- 
tions. 

f.  Symbols: 

Teach  through  usage  all  the  common  arithmetic  terminology  as 
occasions  arise. 

g.  Problems : 

1  Give  much  practice  interpreting  problems  and  in  giving 
approximate  answers  rapidly. 

2.  Fractional  problems  conforming  to  life  should  be  selected 
from  the  text  book,  from  the  experience  of  the  children, 
and  from  the  activities  of  the  community. 

h.  Recreation : 

Team  work  and  contests  in  counting  and  rapid  drills  in  all  the  ' 
fundamental  operations  of  both  common  and  decimal  fractions. 

i.  Decimal  fractions  constitute  the  work  of  this  grade. 

SIXTH  GRADE. 
Second  Half  Year. 

1.  Review. 

a.  Continue  to  give  daily,  rapid  five  minute  drills  in  the  funda- 
mental operations  of  integers  using  the  processes  which  were  devel- 
oped in  the  Second  and  Third  Grades.  Consult  the  course  of  study  for 
these  grades. 

b.  Likewise  give  daily,  rapid  five  minute  drills  in  the  funda- 
mental operation  of  common  fractions  using  the  processes  which  were 
developed  in  the  Fifth  Grade.  Consult  course  of  study  in  Fifth 
Grade. 

c.  Likewise  give  short  rapid  review  of  decimal  fractions  using 
the  processes  which  were  developed  in  the  First  Half  of  the  Sixth 
Grade.   Consult  the  course  of  study  for  First  Half  of  Sixth  Grade. 


—  54  — 


d.    For  summary  of  what  may  be  expected  of  the  pupils  on  en 
tering  this  grade  see  course  of  study  for  the  First  Half  of  the  Sixth 
Grade. 

II.  Denominate  Numbers: 

a.  Assemble  and  learn  thoroughly  the  tables  of  linear  measure, 
square  measure,  dry  measure,  liquid  measure,  time  measure,  United 
States  money,  and  avoirdupois  weight. 

Note  1 : — See  that  these  tables  are  thoroughly  memorized. 
Note  2: — In  dealing  with  compound  numbers  do  not  use 
problems  of  more  than  two  or  three  denominations. 

b.  Teach  the  reduction  (descending  and  ascending)  of  common 
denominate  numbers  and  give  brief  drill  in  the  four  operations,  using 
numbers  of  but  two  denominations  with  practical  application  to  school 
work  and  home  life. 

III.  Percentage : 

a.  In  percentage  the  first  process  should  be  developed  from 
multiplication  of  decimal  fractions.  In  this,  much  oral  work  should 
be  given.  Also  objective  demonstrations  of  percentage  as  applied  to 
lines,  surfaces,  solids,  and  quantity  generally,  as  well  as  to  amount, 
of  money. 

b.  Drill  upon  common  business  percents  and  their  fractional  and 
decimal  equivalents,  changing  from  one  form  to  another  until  these 
are  well  fixed  in  the  memory. 

Note: — The  following  business  percents  are  suggested:  12  1/2%, 
16  2/3%,  25%,  33  1/3%  37  1/2%,  50%,  66  2/3%,  75%>. 
Note  2 : — Use  much  quick  oral  work. 

c.  Simple  interest  with  the  time  restricted  to  years  and  months 
should  be  taught  as  the  outgrowth  of  the  first  process  in  percentage 

IV.  Problems : 

a.  Give  much  practice  in  interpreting  problems  and  in  rapid 
approximations  of  answers. 

b.  Practical  probelms  conforming  to  life  should  be  selected  from 
the  text  book,  from  the  experiences  of  the  children,  and  from  the 
activities  of  the  community. 

c.  Abundance  of  material  can  be  found  in  simple  accounts,  in- 
cluding bills,  receipted  bills,  and  balances ;  in  simple  banking,  includ- 
ing the  making  of  deposits  and  the  proper  use  of  check;  and  in  simple 
phases  of  local  business,  as  grocery,  butcher  shop,  hardware  store, 
book  store,  bakery,  coal  yard,  fruit  stand,  or  other  activities  illus 
trating  such  problems  as  business  men  must  daily  meet. 

d.  In  solving  such  problems  as  will  be  furnished  from  the  above 
source,  pupils  will  appreciate  more  keenly  the  value  of  their  ability 
to  use  accurately  and  rapidly  the  fundamental  operations  taught  in 
the  preceding  grades.    A  personal  interest  will  be  aroused  in  what 


—  55  — 


otherwise  often  becomes  mechanical  and  uninteresting,  and  by  means 
of  such  material  the  pupil's  knowledge  of  fundamental  operations 
will  be  turned  to  account  in  dealing  with  life  problems. 

]\Tote: — The  course  in  4th,  5th  and  6th  grade  minimum  essen- 
tials in  arithmetic  is  taken  almost  bodily  from  the  Cleveland,  Ohio, 
course,  and  is  based  on  the  finding  and  recommendations  of  the 
Russel  Sage  Foundation  Survey  of  the  Cleveland  Schools. 

TEXT  BOOK  WORK  IN  ARITHMETIC. 

Grade  III. 

Hoyt  and  Peet  Everyday  Arithmetic,  Book  I,  Part  1. 
Grade  IV. 

Hoyt  and  Peet  Everyday  Arithmetic,  Book  J,  Part  2. 
Grade  V. 

Hoyt  and  Peet  Everyday  Arithmetic,  Book  II,  Part  3. 
Grade  VI. 

Hoyt  and  Peet  Everyday  Arithmetic,  Book  II,  Part  4. 

JUNIOR  HIGH  SCHOOL. 

"The  average  man  needs  to  know  how  to  add,  subtract,  multiply, 
and  vidide  whole  numbers.  This  is  the  chief  thing  that  he  is  called 
upon  to  do  in  arithmetic,  unless  we  add  thereto  the  adding  and  sub- 
tracting of  decimal  fractions  as  shown  in  the  case  of  United  States 
money.  Next  in  order  will  probably  come  the  ability  to  find  a  frac- 
tional part  of  a  number,  say  of  16  inches.  Next  will  come,  perhaps, 
the  finding  of  some  per  cent  of  a  number,  say  5%  of  $1.25.  And  next, 
the  citizen  will  need  to  know  how  to  multiply  and  divide  a  mixed 
decimal  (dollars  and  cents)  by  a  whole  number.  Given  this  equip- 
ment, the  average  person  will  get  along  very  well  so  far  as  more 
practical  calculation  is  concerned. ' ' 

This  opinion  has  been  inserted  here  because  it  clearly  points  out 
the  essentials  of  arithmetic.  Since  everybody  needs  to  know  how 
to  solve  correctly  these  few  classes  or  kinds  of  problems,  it  is  evident, 
that  it  is  the  duty  of  the  Intermediate  School  to  emphasize  these  sim- 
ple operations. 

Teach  the  pupils  how  to  check  their  results,  and  then  insist  on 
correct  answers  so  that  checking  will  become  a  need  to  them,  and 
you  will  have  aided  them  in  acquiring  a  valuable  mathematical  habit. 
See  Chapter  IV,  "How  to  Teach  Arithmetic,"  by  Brown  and  Coffmao. 

The  teacher  of  the  Seventh  Grade  should  know  just  what  has 
been  done  in  arithmetic,  in  the  lower  grades,  how  it  has  been  done, 
what  the  results  are,  and  the  attitude  of  mind  toward  the  subject, 
so  far  as  possible,  of  the  children  when  they  enter  her  classes.  The 
work  previously  done  is  all  clearly  set  forth  in  the  preceding  pages. 
With  it  every  7th  and  8th  grade  teacher  must  be  familiar. 

The  7th  and  8th  Grade  arithmetic  is  based  on  Hoyt  and  Peet 
Everyday  Arithmetic,  Book  III. 


—  56  — 


DIVISION  OF  WORK. 
— 7B — 
Part  5,  Chapters  1-4. 

1.  The  Fundamental  Processes. 

2.  The  Equation. 

3.  Percentage. 

4.  How  Business  is  Done. 

a.  Commercial  Discount. 

b.  Other  Processeses. 

— 7A— 
Part  5,  Chapters  5-9. 

1.  How  We  Protect  Ourselves  Against  Loss. 

2.  How  Banks  Help  Us. 

3.  The  Use  of  Geometric  Forms  in  Measurement. 

4.  Building  a  House. 

5.  Review 

—SB- 
Part  6,  Chapter  1-7. 

1.  Acquiring  Skill  in  the  Fundamental  Processes. 

2.  Common  Business  Forms. 

3.  Methods  of  Sending  Money. 

4.  Saving  and  Investing  Money. 

5.  Borrowing  and  Loaning. 

6.  How  to  Collect  Money. 

7.  What  our  Government  Does  for  Us,  and  How  it  is  Supported. 

— 8A— 
Part  6,  Chapters  8-12. 

1.  Useful  Measurements. 

2.  Powers  and  Roots. 

3.  Ratio  and  Proportion. 

4.  Review  of  Grammar  School  Arithmetic. 

5.  Review :  Civic  and  Industrial  Studies. 

SUPPLEMENTARY  TEXTS. 

1.  "  Junior  High  School  Mathematics,"  Books  I  and  II  by  Went- 
worth,  Smith  and  Brown. 

2.  "How  to  Teach  Arithmetic" — Brown  and  Coffman. 

3.  "An  Elementary  Course  in  Graphic  Mathematics"  by  Auer- 
bach.    (Allyn  and  Bacon.) 

4.  "Course  of  Study  in  Arithmetic" — Cleveland  Public  Schools. 

5.  ' '  Standard  Tests  in  Arithmetic ' ' — Courtis. 

6.  "Essentials  of  Arithmetic"  (latest  edition  with  answers), 
Went-worth-Smith. 

7.  "Vocational  Algebra" — Wentworth-Smith. 

8.  "Vocational  Algebra" — Cajori  and  Odell. 
I).    "Grammar  School  Algebra" — Milne. 


—  57  — 


SPELLING. 

GRADE  I. 

Most  of  the  words  taught  in  Grade  I  are  phonetic.  All  spelling 
in  this  grade  must  be  written.  If  the  sounds  of  the  letters  are  well 
taught  and  if  the  children  have  learned  to  analyze  a  word  phonetically 
there  will  be  very  little  difficulty  in  teaching  the  spelling  of  the  first 
grade  words.  Sound  blending  should  be  begun  the  first  day  of  school. 
The  writing  proper  begins  with  the  simple  letters,  i,  t,  u,  c,  n,  the  sim- 
pler combinations  it,  ti,  in,  and  so  on.  As  soon  as  the  class  has 
learned  to  write  c,  a,  and  t,  in  combinations  they  should  learn  that 
they  can  write  cat.  New  words  should  be  'added  as  rapidly  as  is  con- 
sistent with  thoroughness,  and  the  sentence  should  be  given  as  soon 
as  possible.  The  letter  I  and  the  word  the  should  be  taught  as  wholes 
early  in  the  work.  Work  for  accuracy  in  spelling  and  for  legibility 
in  penmanship  rather  than  for  a  great  number  of  words.  Be  sure 
that  the  children  get  the  forms  of  letters  in  right.  Words  that  are 
not  phonetic  should  be  taught  as  wholes  and  given  during  the  term 
whenever  the  class  is  ready  for  them.  The  names  of  the  letters  should 
be  taught  toward  the  end  of  the  year.  Sometimes  the  names  of  a 
letter  can  be  given  to  advantage  when  teaching  a  word  that  is  given 
as  a  whole,  for  instance  the  word  do.  Teach  the  names  d,  o,  so  that 
the  children  always  know  when  they  hear  those  two  letters  that  they 
spell  do.  Use  the  spelling  list  for  Grade  I.  Aim  to  have  a  dictated 
lesson  of  sentences  every  day  after  the  class  has  reached  the  point 
where  they  can  write  20  to  30  words. 

GRADE  II. 

Take  up  the  list  of  words  for  Grade  II,  giving  as  many  new  words 
a  day  as  the  children  can  learn  well.  Of  phonetic  words  they  can  take 
five  or  six  a  day,  probably,  but  where  there  is  a  difficult  unphonetic 
word,  one  or  at  the  most  two  a  day  should  be  given.  The  lesson 
should  consist  of  dictated  sentences.  New  phonetic  elements  come  up 
in  the  second  grade  spelling.  See  what  these  are  by  consulting  the 
lists  for  first  and  second  grade.  All  first  grade  words  must  be  thor- 
oughly reviewed  in  Grade  II,  and  wherever  there  is  a  special  diffi- 
culty that  word  should  be  repeated  until  it  ceases  to  cause  trouble- 
Be  sure  that  the  children  can  repeat  the  alphabet  in  this  grade,  that 
they  know  the  order  of  the  letters.  Some  classes  learn  a  little  son^ 
about  the  a  b  c's.  It  is  a  good  way  to  teach-  the  alphabet,  Be  sure 
that  pupils  know  how  to  write  the  capital  letters,  beginning  sentences 
with  capital  letters,  and  how  to  end  a  sentence.  Work  for  accuracy 
in  spelling  and  legibility  in  penmanship,  good  letter  forms,  well 
spaced,  and  words  well  spaced.  The  lessons  consist  of  1.  Dictated 
sentences  containing  words  prepared  day  before.  2.  Correction  of 
lesson.  3.  Preparation  of  new  words.  There  must  be  opportunity 
for  practice  of  new  lesson  given  at  seat  work  period. 


—  58  — 


GRADE  III. 

Daily  lessons  of  dictated  sentences  should  be  given  in  Grade  III. 
Use  the  lists  as  they  are  given,  not  necessarily  as  they  come,  one  after 
another,  but  take  a  whole  list,  or  class  of  words  before  proceeding 
with  another  list.  For  instance,  if  you  begin  with  column  one,  teach 
all  the  words  of  this  column  before  beginning  with  any  other  column, 
except  the  list  of  unphonetic  words  at  the  end  of  the  list  for  the  year. 
These  words  can  be  given  one  or  two  at  a  time  while  the  easier 
phonetic  words  are  given.  When  teaching  column  one,  review  column 
one  in  grade  I  and  II,  marking  for  special  drill  any  of  these  words 
that  are  still  troublesome.  Review  grades  I  and  II,  column  II,  when 
teaching  grade  III,  column  II,  and  so  through  the  lists.  The  lists  and 
columns  refer  to  the  special  printed  lists  for  Grades  I,  II  and  III.  A 
spelling  match  may  be  given  once  a  month.  Once  a  week  the  dicta- 
tion sentences  should  be  in  the  form  of  a  letter.  For  this  reason  the 
necessary  words  for  the  heading  and  close  of  a  letter  may  be  placed 
on  the  board  and  left  there  until  they  have  become  so  familiar  to  the 
pupils  that  they  need  them  no  longer,  when  the  pupils  may  be  held 
responsible  for  their  spelling.  Such  words  are  Belleville,  Illinois, 
dear,  friend,  your,  truly,  very,  and  so  on. 

Use  the  following  form  and  punctuation  always : 

Belleville,  Illinois 
September  1,  1919 

My  dear  Mother: 

Body  of  the  letter. 

Yours  truly, 

The  greeting  may  be  just  "Dear  Mother"  and  the  close  may  be 
whatever  you  choose,  just  so  o»ly  the  first  word  is  capital,  and  that 
the  punctuation  is  the  same. 

A  spelling  lesson  in  the  third  grade  consists  of:  1.  Dictated 
sentences  containing  words  prepared  the  day  before.  2.  Preparation 
of  new  lesson. 

The  marking  of  papers  must  be  done  outside  of  school  hours,  and 
the  correcting  during  seat  work  periods  the  following  day.  The  dic- 
tation lesson  is  the  shortest  part  of  the  work.  It  should  take  no  longer 
than  five  minutes,  and  will  take  no  longer  if  the  order  of  procedure  is 
mechanized.  In  the  preparation  lesson,  the  entire  class,  if  possible, 
must  be  working  at  the  blackboard.  They  must  hear  the  new  word 
correctly  pronounced  and  see  it  correctly  written  by  the  teacher 
whose  penmanship  should  always  be  beyond  criticism.  If  the  word 
has  more  than  one  syllable  pronounce  it  by  syllables.  The  meaning 
of  the  word  must  be  made  clear.  It  is  wisest  to  have  the  new  word 
used  in  a  sentence.   If  you  ask  for  definitions  you  will  get  into  trouble. 

The  teacher  spells  a  word  orally  as  she  writes  it,  emphasizing 
any  letter  that  may  cause  trouble  and  pausing  in  her  spelling  at  the 
end  of  syllables.    Sound  only  those  words  that  are  phonetic — and 


—  59  — 


when  words  are  sounded  be  sure  that  the  sounds  are  given  as  they 
are  heard  and  not  the  individual  letters  named.  When  all  these  diffi- 
culties seem  cleared  up  the  pupils  write  the  word  on  the  board,  spell- 
ing as  they  write.  If  the  word  is  a  particularly  difficult  one,  as  their 
ihey  write  it  several  times,  spelling  at  the  same  time.  If  the  word  is 
one  of  a  group  as  bread,  show  them  that  there  are  other  words  having 
the  same  short  e  sound  for  ea  and  pronounce  head,  dead,  lead,  for 
them  to  write  under  bread  without  any  further  preparation.  Do  not 
at  this  stage  ask  pupils  to  give  other  words  containing  the  ea  sound 
or  you  will  receive  words  like  each,  beat,  leaf,  (containing  the  same 
letter,  but  different  sounds,  as  fed,  said,  shed,  (containing  the  same 
sound  ,but  different  letters). 

After  all  the  new  words  are  thoroughly  prepared  in  this  way. 
have  pupils  write  them  from  memory,  and  then  write  sentences  con- 
taining them.  Note  every  misspelled  word  children  use  in  these  sen- 
tences and  if  the  words  are  not  too  uncommon  use  them  in  the  spelling 
for  the  next  day.  Finally  have  pupils  copy  the  list  of  new  words  into 
their  tablets  for  study.  For  the  next  day's  lesson  then  the  teacher 
forms  her  own  sentences,  using  the  new  words  and  also  those  the 
children  misspell  in  their  sentences,  together  with  similar  review 
words  of  the  first  and  second  grades.  These  sentences  she  places  on 
the  board  before  school  the  next  day  and  gives  the  class  opportunity 
to  study  them  and  practice  writing  them  during  a  seat  work  period. 
Practice  work  is  done  in  a  scratch  tablet.  The  spelling  tablet  is  kept 
strictly  for  spelling.  In  marking  spelling  lessons  do  not  give  the 
child  credit  for  a  correctly  spelled  word  if  it  is  so  poorly  written  that 
you  have  to  guess  as  to  the  spelling.  Set  up  an  ideal  of  legible,  neat, 
correct  work  and  accept  nothing  less. 

GRADE  IV. 

Based  on  the  Merrill  Intermediate  Speller.  Fourth  year  work 
as  outlined  for  each  week,  together  with  the  supplementary  lists. 

GRADE  V. 

Based  on  the  Merrill  Intermediate  Speller.  Fifth  year  work  as 
outlined  for  each  week,  together  with  the  supplementary  lists. 

GRADE  VI. 

Based  on  the  Merrill  Intermediate  Speller.  Sixth  year  work  as 
outlined  for  each  week,  together  with  the  supplementary  lists. 

JUNIOR  HIGH  SCHOOL. 

Based  on  New  World  Speller,  Book  III,  World  Book  Company. 

Nothing  shows  the  illiteracy  of  a  person  so  quickly  and  certainly 
us  a  letter,  or  any  other  form  of  composition,  in  which  there  are  a 
number  of  misspelled  words.  This  being  true,  it  is  comparatively 
easy  to  create  in  the  minds  of  the  pupils  a  motive  for  eliminating 


—  60  — 


from  their  written  work,  every  error  in  spelling.  Get  this  ideal  estab- 
lished in  the  minds  of  the  children  and  the  battle  is  half  won. 

We  shall  use  the  New  World  Speller,  Book  III,  in  our  work.  In 
almost  every  lesson  the  authors  give  valuable  aid  to  the  pupils  about 
the  most  economical  way  of  learning  the  words.  The  suggestions  to 
teachers,  both  in  the  Preface  and  in  the  Teachers'  Manual,  are  in- 
valuable. They  should  be  carefully  read  and  weighed  and  practiced. 
Many  other  and  equally  helpful  hints  are  given  in  the  introductions 
of  Pierce's  Speller,  Book  II,  and  Alexander's  Spelling  Book. 

Each  teacher  is  sponsor  for  the  children  who  assemble  in  her 
l  oom  at  the  opening  of  the  school  in  the  morning.  The  pupils  make 
this  room  their  home  room,  and  keep  their  books  and  wraps  there. 
The  teacher  is  their  teacher  of  the  first  subject  they  have  in  the  day, 
and  also  of  spelling  and  penmanship. 

— 7B— 

New  World  Speller,  Third  Book,  page  281  to  page  306. 

— 7A— 

New  World  Speller,  Third  Book,  page  307  to  page  328. 

—SB- 
New  World  Speller,  Third  Book,  page  329  to  page  354. 

— 8A— 

New  World  Speller,  Third  Book,  page  355  to  page  376. 

Make  constant  use  of  the  dictionary.  Teach  the  pupils  the  exact 
meaning  of  one  of  the  words  that  you  teach  them  every  day.  We 
have  several  copies  of  Smith's  Synonyms,  and  the  Public  Library  has 
other  books  that  will  aid  you  in  this  work.  Roget's  Thesaurus  is  an 
invaluable  aid.  Use  it  daily.  If  properly  handled,  the  pupils  will 
soon  like  this  work  and  will  volunteer  to  take  their  turns  at  gather- 
ing the  information  for  the  class.  Strongly  advise  the  pupils  to  buy 
a  Webster's  Secondary  School  Dictionary.  It  will  be  of  daily  use  to 
them  as  long  as  they  attend  school ;  not  only  this  one,  but  also  the 
Township  High  School.   It  is  also  very  suitable  for  the  home. 

Finally,  impress  the  importance  of  perfect  spelling,  good  pen- 
manship, and  correct  English  upon  the  pupils,  by  refusing  to  accept 
written  work  from  any  pupil  who  is  not  doing  work  that  is  worthy 
of  him.  This  last  thought  is  used  advisedly.  Not  every  person  can 
learn  to  spell  words  to  the  standard  of  which  the  class  is  capable. 
The  written  work  of  a  child  so  constituted  must  be  accepted  and  en- 
couragement given  him.  The  same  is  true  of  penmanship.  In  the 
case  of  English,  more  care  must  be  exercised  in  order  to  judge  the 
work  rightly.  After  all,  it  is  not  so  much  the  number  of  errors  or  the 
condition  of  the  written  work,  as  it  is  the  attitude  of  the  pupil  toward 
his  work.  If  he  has  not  the  right  spirit,  it  will  tax  the  patience  and 
the  skill  of  the  teacher  to  win  him  over  to  his  own  good.   But  once  he 


—  61  — 


has  the  right  attitude  toward  his  work,  the  problem  becomes  one  of 
mutual  co-operation  for  pupil  and  teacher;  and  the  result,  good  spell- 
ing, will  be  easily  attained. 

Twice  a  term  the  principal  will  conduct  a  test  to  see  how  the 
pupils  measure  up  to  the  abilities  recognized  as  standards  in  the 
Ayres  Measuring  Scale.  It  will  be  well  in  Grade  7  to  make  automatic 
the  correct  spelling  of  all  words,  in  the  scale  up  to  and  including 
columns  L,  and  in  Grade  8  up  to  and  including  N. 


GEOGRAPHY. 

GRADE  in. 

One  of  the  objects  of  the  work  of  this  grade  is  to  direct  the  chil- 
dren's attention  to  their  surroundings  and  lead  them  by  observation 
and  reflection  to  form  those  simple  concepts  or  elements  which  re- 
peated and  modified,  compose  larger  georgraphical  ideas,  and  inter- 
pret and  give  significance  to  more  extended  view  of  the  world.  The 
aim  of  the  teacher,  therefore,  should  be  to  open  the  children's  eyes  to 
their  environments.  Begin  with  the  school  room  and  premises.  Make 
excursions  with  the  children  and  illustrate  geographical  forms  by 
molding  them  in  sand.  Seek  to  develop  clear  ideas  and  call  upon  the 
child  to  state  them  in  his  own  language. 

A  second  object  is  to  acquaint  the  children  with  some  of  the  dif- 
ferent peoples  of  the  earth,  their  homes,  dress,  habits,  schools,  play, 
and  their  relations  to  us.  The  people  of  Eskimo  land,  Holland,  Japan 
and  Arabia  will  be  studied. 

I.  Position  and  Direction. 

a.  Be  sure  that  the  pupils  know  the  meaning  of  right  and  left. 
Directions  as  shown  by  the  position  of  the  sun  at  different  times  of 
the  day. 

References: — Long's  Home  Georgraphy,  pages  9-14. 

b.  Observe  the  direction  the  smoke  blows  and  the  weather  vane 
turns.  Let  the  pupils  observe  and  report  the  direction  of  the  wind 
daily,  and  notice  the  kind  of  weather, — warm  or  cold,  clear,  cloudy, 
or  rainy — accompanying  the  several  winds. 

References: — Long's  Home  Geography,  page  19. 

c.  Show  the  direction  on  a  chart  or  map  by  use  of  blackboard. 
It  is  best  to  put  the  first  chart  or  map  on  the  north  wall  of  the  room. 

II.  The  Earth  as  a  Globe. 

a.  Show  pupils  a  ball  or  globe  and  use  the  names  of  globe  or 
sphere.  Ask  the  pupils  to  draw  it.  They  will  make  a  circle.  The 
representation  (projection)  of  a  globe  is  a  circle.  The  large  disk  seen 
at  night  in  the  sky— the  moon— is  a  globe.  The  sun  is  also  a  globe. 
The  stars,  small  globes.    The  earth,  a  globe,  seems  flat  because  we 


—  62  — 


can  see  only  a  small  portion  of  it  at  one  time.  Illustrate  by  a  small 
arc  of  a  large  circle.  Pupils  will  be  deceived  by  the  appearance  and 
call  it  a  straight  line.  Show  them  the  error  by  completing  the  circle. 
Illustrate  also  by  showing  a  small  portion  of  a  globe. 

b.  Surface  of  a  sphere.  Surface  of  a  sphere — the  outside  part 
which  we  can  see.  (Do  not  teach  such  definitions  as  are  found  in  a 
mathematical  geography.  Teach  the  pupils  to  see,  and  let  them  ex- 
press in  their  own  language  the  idea  formed.)  The  sky  appears  like 
the  inside  surface  of  a  large  hollow  sphere.  In  it  the  sun,  moon,  and 
stars  seem  to  be  set.    Day,  how  lighted.    Night,  how  lighted. 

References: — Prye's  First  Steps  in  Geography,  page  15. 

III.    Surface  of  the  Earth. 

Begin  with  the  nearest  surroundings  and  develop  the  idea  that 
the  surface  is  partly  land  and  partly  water. 

a.  The  land  is  plains,  hills,  mountains,  valley.  Parts  of  a  hill- 
summit,  slope,  base.  Gentle  and  steep  slopes.  Gentle  slopes  good  for 
cultivation,  pasture,  vineyard,  fruit — protected  from  changes  of  the 
wind.  Steep  slopes  not  fit  for  plowing.  Why?  Good  for  grazing 
cattle,  sheep,  goats,  butter  and  cheese  making.  View  from  a  hill  or 
mountain  top. 

References: — Long's  Home  Geography  1,  pages  31-39. 

Fairbanks'  Home  Geography,  pages  71-75;  97-107; 
226. 

Frye's  First  Steps  in  Geography,  pages  3,  8,  10. 
Dodge's  Eelementary  Geography,  pages  17-21. 

b.  Water  surface — ponds,  lakes,  seas,  oceans.  Moving  or  flow- 
ing water — rills,  brooks,  creeks,  rivers.  The  rain,  where  it  comes 
from ;  where  it  goes ;  springs.  Boating,  boats,  sail  and  steam  ships ; 
fishing.  Mills  turned  by  flowing  water.  Filth  carried  off  by  water — 
gutters,  sewers. 

References: — Long's  Home  Geography  1,  pages  76-79. 

Frye's  First  Steps  in  Geography,  page  11. 
Dodge's  Elementary  Geography,  pages  56-58. 

IV.  Seasons. 

a.  Spring — snow  melts,  weather  gets  warm,  plants  awake  from 
their  sleep,  the  landscape  becomes  green,  insects  and  birds  re-appear. 
The  months  of  spring. 

b.  Summer — hot  weather,  harvest,  vacation.  The  summer 
months. 

c.  Autumn — fall — the  weather  gets  cooler,  leaves  change  color 
and  fall;  fruit  gathered,  insects  die,  some  birds  leave  for  the  south; 
preparation  for  winter. 


—  63  — 


d.  Winter— cold  weather— snow,  ice,  appearance  of  the  trees; 
winter  sleep  of  plants ;  how  and  where  the  different  animals  pass  the 
winter. 

(Each  season  should  be  taught  in  its  time.) 

References:— Long's  Home  Geography,  pages  86,  107,  115. 

Fan-bank's  Home  Geography,  pages  29-37;  93-95. 

Frye's  First  Steps  in  Geography,  pages  24-25. 

Dodge's  Elementary  Geography,  page  71. 

V.    Productions  of  This  Vicinity. 

a.  Vegetables— Fruits.  (The  apple  may  be  taught  as  a  tropical 
fruit,  i.  e.  the  ovary  with  its  intimately  connected  parts.)  Apples, 
pears,  peaches,  tomatoes;  the  grains,  (also  fruits),  nuts,  berries. 

Vegetables :  Potatoes,  carrots,  lettuce,  onions,  turnips  and  others 
of  vicinity. 

Wild  flowers  and  weeds. 

Common  trees  and  shrubs — shade,  fruit,  and  forest.    Fruit  and 
lumber.   Evergreen  and  deciduous  trees. 

b.  Animals — Familiar,  wild  and  domestic  animals,  their  use 
to  us. 

Remark : — The  plants  and  animals  should  be  taught  in  connection 
with  the  season  to  which  they  are  peculiar,  and  reviewed  and  classi- 
fied at  this  time. 

c.  Mineral — Coal.  Visit  a  mine  and  let  the  children  see  the 
shaft  and  machinery  of  a  coal  mine.  (To  descend  into  the  mine  is 
not  advisable.) 

References: — Long's  Home  Geography,  pages  87-114. 

Fairbank's    Home    Geography,    pages  116-119; 
126-159. 

VI.   The  City. 

The  teacher  must  be  thoroughly  familiar  with  the  subject  before 
she  attempts  to  teach  it.  She  must,  if  possible,  make  excursions  with 
the  children.  She  must  know  the  history  of  the  city,  the  form  of  gov-  * 
ernment,  the  names  of  the  principal  officials  and  the  chief  points  of  in- 
terest. The  Board  of  Trade  of  some  cities  issues  a  booklet  containing 
this  information.  If  not,  the  teacher  must  supply  it.  Postals  are  a  great 
aid  to  the  work.  In  studying  the  manufactures  it  is  often  possible 
to  make  a  collection  of  tiny  samples  of  goods  or  articles.  The  main 
object  in  the  city  lesson  is  not  the  memorization  of  the  subject  matter, 
but  the  ability  to  take  journeys  through  the  city  thus  supplying 
power  of  thought,  the  preparation  for  the  broader  work  of  the  county, 
and  state,  and  last,  but  most  important,  the  fostering  of  civic  pride. 
Make  booklet  of  city  and  industries. 

The  starting  point  is  usually  the  school-house. 

To  what  school  do  you  go  ?  On  what  street  is  it  ?  On  which  side 
of  the  street?  What  streets  are  north,  south,  east  and  west  of  it?  If 
there  are  not  many  streets  in  the  town  or  city,  the  children  may  name 


—  64  — 


them  in  their  order  and  trace  them  to  the  boundary  line.  Finally, 
classify  all  knowledge  in  conformity  with  the  following  outline: 

I.  Streets. 

a.  Names — historically  or  otherwise  obtained. 

b.  Description — whether  business  or  residential. 

c.  Necessity  for  clean  streets. 

II.  Bridges. 

a.  Kinds. 

b.  Streams. 

III.  Means  of  transportation. 

a.  Railroads. 

1.  Names — why  built.  Effect  upon  the  growth  of  the 
city. 

2.  With  what  connect  the  city  ? 

b.  Trolley  lines. 

1.  With  what  towns  do  they  connect? 

2.  Similarity  between  a  trolley  system  and  a  railroad. 

3.  Difference  between  a  trolley  system  and  a  railroad. 

(a)  Distance  traversed. 

(b)  Carrying  capacity. 

(c)  Behavior  in  trolley. 

IV.  Public  Buildings. 

a.  Names. 

b.  Location. 

c.  Whether  belonging  to  city  or  federal  government. 

d.  Use  of  buildings. 

e.  Use  of  postals. 

V.  Educational  Institutions. 

a.  Names. 

b.  Location. 

c.  Use. 

d.  Whether  public  or  private. 

e.  Importance  of  an  education. 

f.  Care  of  school  property. 

VI.  Banks. 

a.  Names. 

b.  Location. 

c.  Necessity  for  saving. 

VII.  Churches. 

a.  Names. 

b.  Location. 


—  65  — 


VIII.  Manufactures,  other  industries. 

a.  Kind. 

b.  Location. 

c.  Effect  upon  town  or  city. 

d.  Reasons  for  locating  in  town. 

e.  .    Effect  upon  population. 

IX.  Inhabitants. 

a.  Nationality. 

b.  History. 

c.  Occupations. 

d.  Number. 

e.  Reasons  for  settling  in  town. 

(Many  are  drawn  by  a  manufacturing  town.) 

X.  Government, 
a.  Officers. 

1.  Names. 

2.  Number. 

3.  Duties. 

4.  Necessity  for  trustworthy  officials. 

XI.  Surroundings. 

If  near  a  river,  give  its  name,  amount  of  traffic. 
Mississippi,  Bluffs. 

XII.  J ourney  through  the  city. 

Show  postals  and  call  for  the  names  of  places  depicted  upon 
upon  them,  the  location,  the  use.    Journey  to  them.  For 
written  work  distribute  a  postal  to  each  child  and  ask  for  a 
written  description.   Give  principal  historical  features. 
Main  Topics. 

1.  The  things  that  belong  to  us  all. 

2.  What  the  children  can  do  for  the  city. 

3.  Why  we  have  schools  and  teachers. 

4.  The  policemen  and  their  work. 

5.  The  courts  and  judges. 

6.  The  mayor,  the  head  servant. 

7.  Other  public  servants. 

8.  Voting  or  choosing  a  leader. 

9.  How  yie  people's  money  is  spent. 

10.  Good  citizens. 

11.  Dangerous  people. 

12.  Traitors. 

13.  A  good  citizens  makes  a  good  American. 

Pertinent  Questions. 

In  what  city  or  town  do  you  live? 
On  what  street  do  you  live? 
On  what  side  of  the  street? 

What  is  the  principal  street,  and  in  what  direction  does  it  run? 


—  66  — 


What  is  the  Mayor's  name?  Where  is  his  office? 

On  what  street  is  the  school? 

What  way  does  your  front  door  face? 

What  kind  of  a  town  or  city  is  yours?  (Meaning  commercial, 
manufacturing,  etc.) 

What  productions  of  your  city  are  shipped  away? 
What  things  are  brought  into  your  city? 
What  is  its  principal  occupation  ?   Why  ? 
Where  is  the  library?   For  what  is  it  used? 
Why  must  we  be  careful  with  the  books? 
How  open  a  new  book? 
Who  pays  for  the  paving  of  the  streets? 
What  is  the  chief  building  in  the  city  ? 

Who  pays  for  the  lighting  of  the  streets,  the  laying  of  the  sewers  ? 
Where  does  the  city  get  its  water  supply? 
Why  must  the  water  be  pure? 

Who  builds  the  schools  and  pays  for  the  teachers  and  books? 
Why  do  we  want  good  hard-working  people  in  a  city? 
Bring  out  the  idea  that  the  lazy  people  have  to  be  supported  by 
the  industrious  and  that  isn 't  fair. 
Why  must  children  go  to  school? 
What  will  happen  to  a  people  who  are  not  educated? 
Why  must  we  have  rules  in  a  school-room  ?   Why  in  the  city  ? 
Why  is  a  person  who  breaks  these  rules  a  poor  citizen? 
What  things  in  the  city  belong  to  the  people? 
Why  must  the  people  take  care  of  them? 
Why  do  we  want  to  make  our  city  clean  and  beautiful? 
How  can  you  help  ? 

GRADE  IV. 
Work  by  Months. 

September-October: — St.  Clair  County. 

November : — Earth  as  a  Whole ;  Lapps  and  Finns ;  Silk. 

December: — Rubber,  Cattle  Ranching,  Argentine. 

January: — Kangaroo,  Wool.  Review. 

February : — Illinois. 

March : — General  view  of  North  America. 

April: — Down  the  Missippi,  Sugar.  Up  the  Mississippi,  Wheat, 
Iron. 

May : — Trip  on  the  Great  Lakes,  Lumber,  Cotton,  Coffee. 
June: — Cod  fisheries,  Fur,  Seals,  Gold.  Review. 

DETAILED  OUTLINE. 
GRADE  IV. 

The  work  of  the  first  quarter  of  Grade  IV  is  to  familiarize  the 
child  with  the  geographic  facts  of  his  home  county  and  his  home  city, 
with  considerable  emphasis  on  the  development  of  the  industrial  and 


—  67  — 


institutional  life  of  the  home  city.  Keep  constantly  in  mind  that  the 
child  is  the  center  of  all  work.  Lead  him  to  see  that  the  industrial 
and  social  phases  of  life  are  largely  a  product  of  the  physical  environ- 
ment. 

St.  Clair  County. 

I.  Location. 

1.  Boundaries. 

2.  Relation  to  rest  of  state. 

II.  Surface  features. 

1.  Relief. 

a.  American  Bottoms. 

b.  Bluffs. 

c.  Prairies. 

2.  Drainage. 

a.  Richland  Creek. 

b.  Silver  Creek. 

c.  Kaskaskia  River. 

III.  Industrial  Development. 

1.  Farming. 

2.  Mining. 

3.  Manufacture. 

4.  Trade. 

a.  Early  method  of  transportation. 

b.  Railroads. 

c.  Electric  Lines. 

d.  Hard  roads. 

5.  Cities  and  villages. 

IV.  Government. 

1.  Early  history. 

a.  Indians. 

b.  French. 

2.  Conty  seat,  Belleville  .  Study  of  early  history  of  city  and 
development  of  industrial  and  institutional  life. 

A  study  of  the  earth  as  a  whole  in  this  grade  is  to  give  the  child 
a  clear  and  definite  idea  of  the  earth  as  the  home  of  peoples  having 
different  environments,  and  hence  different  occupations  and  modes 
of  living. 

Make  a  brief  introductory  study  of  the  earth  as  a  whole  with 
reference  to  the  continents,  their  names  and  location ;  the  oceans ;  the 
temperature  areas.  Follow  this  with  study  of  selected  regions  to  get 
a  variety  of  surface,  climate,  and  plant  and  animal  life.  Whenever 
possible,  apply  the  effect  of  geographic  controls  on  the  industrial  and 
institutional  life  of  the  people  studied. 

Topics  selected  for  the  study  of  the  various  regions  are  outlined 
below.  In  connection  with  the  topics  for  any  particular  region  should 
come  descriptions  of  other  features  of  that  region.    The  character  of 


—  68  — 


the  country,  the  climate,  and  the  life  of  the  people  should  receive 
careful  study.  Call  attention  to  other  regions  of  the  earth  to  which 
the  characteristics  of  the  region  studied  can  be  applied. 

In  studying  a  particular  region,  locate  it  on  a  globe  and  map  and 
point  out  the  actual  direction  from  home.  Unless  the  scene  of  the 
story  be  laid  in  a  definite  region,  the  stories  lose  their  force  as  geog- 
raphy and  become  little  more  than  fairy  tales.  Furthermore,  create 
a  spirit  or  atmosphere  of  the  geographical  situation,  which  is  worth 
more  at  this  stage  than  any  number  of  geographical  facts. 

Lessons  on  these  regions  should  give  the  child  an  abundance  of 
information  concerning  direction  and  distance  on  the  earth,  modes  of 
travel,  and  the  physical,  climatic,  and  human  conditions  of  the  regions 
studied.  Center  the  work  about  the  child's  interests  and  experiences. 
Emphasize  the  relation  between  us  and  the  people  of  other  lands. 

Present  each  of  the  several  topics  in  the  form  of  a  journey  lesson. 

Coffee — Mexico,  Southern  North  America. 

Tea,  Rice — Southern  Asia. 

Rubber — Amazon  Valley. 

Cattle  Ranching — Argentina,  Western  plains  of  United  States. 

Ostrich  farming — Southern  Africa. 

Ivory — Central  Africa. 

Ship  building — Scotland,  Holland. 

Dates  and  Figs — Persia. 

Cutlery — England. 

Lapps  and  Finns — Northern  Erasia. 

Commerce — The  Oceans. 

Seal  and  the  Eskimo — Alaska. 

Silk — Southern  France,  Italy,  China,  Japan. 

Wool,  Kangaroo  and  other  animals — Australia. 

Life  in  the  Sahara — Africa. 

References  to  be  had  at  the  Public  Library: 

Eskimo  Twins — Perkins. 

Children  of  the  Cold — Schwatka. 

Little  Folks  in  Many  Lands — Chance. 

The  Wide  World — Youth's  Companion  Series. 

When  I  was  a  Boy  in  China — Yan  Phon  Lee. 

Geographical  Readers — Carpenter. 

Geographical  Readers — King-Lee. 

The  Stories  of  Other  Lands — Johnnot. 

Hans,  the  Eskimo — Scandlin. 

Big  People  and  Little  People  of  Other  Lands — Shaw. 

The  Little  Journey  Series — George. 

Boy  Travelers  in  Australia — Knox. 

Our  American  Neighbors — Coe. 

Geography  Readers — Winslow. 

Asia,  a  Geography  Reader — Huntington. 


—  69  — 


Asia,  Geographical  and  Industrial  Study— Allen. 
In  the  Land  of  Cave  and  Cliff  Dwellers— Schwatka. 
Chinese  Boy  and  Girl — Headland. 
Manuel  in  Mexico — McDonald. 
Fil  and  Filippa — Thompson. 

Story  of  Little  Metzo,  the  Japanese  Boy— Campbell. 

China ;  Peeps  at  Many  Lands — Johnston. 

When  I  was  a  Boy  in  China — Lee. 

Our  Little  Cousin  Series — Wade. 

Japanese  Twins — Perkins. 

Wonderful  City  of  Tokio — Creey. 

When  I  was  a  Boy  in  Japan — Shioya. 

Mexican  Twins — Perkins. 

Young  Folks  History  of  Mexico. 

Story  of  Magellan  and  the  Discovery  of  the  Philippines — But 
terworth. 

Around  the  World  with  Children — Carpenter. 

Around  the  World — Carrol. 

Seven  Little  Sisters — Andrews. 

Set  of  Pictures  on  " Sahara  Life." 
•  Set  of  Pictures  on  "Eskimo  Life." 

In  the  study  of  Illinois,  make  an  outline  map  locating  Belleville, 
Chicago,  Springfield,  East  St.  Louis,  Cairo,  Peoria,  Quincy ;  the  Missis- 
sippi, Ohio,  Wabash,  Illinois  and  Kaskaskia  Rivers,  and  such  other 
localities  as  provide  materials  of  food,  clothes,  or  shelter  for  local  use. 

Illinois. 

I.  Location. 

a.  Heart  of  North  America. 

b.  Remote  from  sea. 

c.  Two  navigable  rivers,  on  border  Lake  Michigan. 

II.  Boundaries. 

III.  Surface. 

a.  Relief  flat. 

1.  Well  adapted  to  farming. 

2.  Not  difficult  to  build  railways  and  roads. 

b.  Drainage:  Mississippi,  Illinois,  Ohio,  Wabash,  Rock,  and 
Kaskaskia  Rivers. 

IV.  Early  settlement. 

French ;  Pioneers  from  Kentucky  and  Virginia ;  Germans ; 
Scandinavians. 

V.  Industrial  Development. 

a.  Agriculture. 

b.  Mineral  resources. 


—  70  — 


c.  Manufacturers. 

d.  Commerce — Transportation. 

e.  Growth  of  Cities. 

f.  Government. 

A  general  view  of  North  America  with  its  life  conditions,  its 
extent,  drainage,  climate,  rainfall,  soil,  minerals,  and  animal  and 
vegetable  life  to  be  mastered  through  a  number  of  type  studies. 

The  study  of  each  topic  should  give  a  clear  understanding  of  the 
industry  and  geographical  conditions  under  which  it  is  carried  on  in 
any  locality.  Extend  these  ideas  to  other  regions  where  this  industry 
is  important.   Drill  on  a  few  places  associated  with  the  industry. 

Make  a  brief  study  of  location,  surface,  climate,  distribution  of 
prairies  and  forests,  the  principal  rivers  of  Great  Central  Plain,  At- 
lantic Slope,  and  Pacific  Slope.    Use  relief  map  and  sand  model. 

Present  the  study  of  the  following  topics  in  the  form  of  journey 
lessons : 

Coffee  growing — Mexico. 

Wheat — Red  River  Valley  and  elsewhere. 

Cotton — Southern  United  States. 

Lumbering — Minnesota. 

Fur  seal — Alaska. 

Sheep  and  cattle — Ranches  of  western  plains ;  Canada. 

Iron  industry  of  the  United  States. 

Sugar — Louisiana. 

Gold — Alaska,  California. 

Trip  down  the  Mississippi  River. 

Trip  on  the  Great  Lakes. 

Cod  fisheries. 

Trip  up  Mississippi  River. 

GRADE  V. 
Work  by  Months. 

September : — United  Sates  as  a  Whole. 

October-November: — Agriculture:  Wheat,  corn,  oats,  cotton, 
sugar  cane,  sugar  beets. 

December : — Stock  raising,  lumbering,  mining. 
January : — Manufacturing ;  commerce. 
February: — Europe  as  a  Whole. 
March: — British  Isles. 

April: — France;  Belgium;  Holland;  Denmark. 

May: — Russia;  Norway;  Sweden. 

June: — Spain;  Portugal;  Switzerland;  Italy;  Greece. 


—  71  — 


DETAILED  OUTLINE. 

GRADE  V. 
United  States  as  a  Whole. 

I.  Position  of  the  United  States. 

1.  In  relation  to  other  countries,  North  America,  oceans, 
heat  belts,  winds.  How  do  these  conditions  affect  the 
country  ? 

II.  Actual  and  relative  size,  significance. 

III.  Surface. 

1.  Highlands. 

2.  Plains. 

3.  Plateaus. 

IV.  Drainage. 

1.  Mississippi  river  system. 

2.  Colorado. 

3.  Rio  Grande. 

4.  Great  Lakes. 

V.  Climate. 

1.  Western  U.  S. 

2.  Eastern  U.  S. 

3.  Central  U.  S. 

4.  Southern  U.  S. 

5.  Rainfall. 

Effect  of  location,  winds,  mountain  ranges  on  climate 
and  rainfall  of  different  regions. 

VI.  Industries, 
a.  Agriculture. 

1.  Products. 

(a.)  Wheat.  Condition  necessary  for  its  growth; 
planting,  harvesting,  and  threshing  of  wheat;  taken  to 
elevators  and  mills;  leading  milling  and  shipping  cen- 
ters; leading  wheat  regions;  important  cities  in  wheat 
regions;  how  transported  to  coast  for  export;  exporting 
centers  on  the  Atlantic,  the  Pacific;  exported  to  what 
countries  ? 

Study  corn,  oats,  rye,  barley,  and  rice  the  same  way. 
(b.)  Cotton.  Conditions  necessary  for  growth;  cotton 
growing  regions ;  life  of  the  planation ;  planting  and  har- 
vesting of  cotton ;  uses  of  cotton  fibre,  cotton  seed ;  mar- 
kets for  raw  cotton;  export  of  cotton  to  north  and  to 
Europe ;  important  cities  in  cotton  regions ;  cotton  manu 
facturing  cities  in  the  north ;  growth  of  cotton  manu- 
facturing in  the  south. 

Study  sugar  cane,  sugar  beets,  hay,  tobacco,  potatoes,  and 
garden  vegetables  the  same  way. 


b.  Orchard  fruits.  Important  fruit  regions ;  methods,  of  plant- 
ing; protecting  from  frost  and  insects;  harvesting  and  packing; 
methods  of  transportation ;  canning  and  drying. 

Study  small  fruits  and  berries,  nuts  and  semi-tropical  fruits  the 
same  way. 

c.  Stock  raising.  Conditions  favorable  for  raising  food  ani- 
mals; regions;  raising  of  cattle  for  meat;  packing  centers;  transpor- 
tation of  meats  throughout  the  United  States  and  to  foreign  coun- 
tries; export  cities;  hides  sent  to  leather  manufacturing  cities. 

Make  a  similar  study  of  dairying,  hog  raising,  sheep  raising  and 
poultry  raising. 

d.  Lumbering.  Value  and  uses  of  the  forest  reserves ;  forest  re- 
gions of  the  United  States;  characteristics  of  each;  method  of  lum- 
bering in  North  and  South  compared ;  life  in  a  lumber  camp ;  shipping 
centers  for  lumber;  centers  for  furniture  manufacture;  exporting 
centers ;  ship  building. 

e.  Mining.  Coal.  Uses ;  formation  of  coal ;  kinds,  methods  of 
mining;  coal  regions  of  the  United  States;  important  cities  in  coal 
regions. 

Follow  a  similar  plan  in  the  study  of  iron,  copper,  gold,  silver, 
lead,  zinc,  petroleum,  building  stone  and  clay. 

f.  Fishing.  Herring  fishing  as  typical  of  salt  water  fishing; 
cod,  mackerel,  lobster,  oyster  and  sponge  fisheries;  value  of  our  fish 
catch ;  location  of  fishing  grounds ;  methods  of  fishing  in  different  re- 
gions; preparation  for  market;  centers  of  fish  trade. 

g.  Manufacturing.  Rank  of  United  States  among  manufactur- 
ing countries  of  the  world;  reasons.  Name  and  locate  leading  manu- 
facturing centers,  and  give  the  character  and  volume  of  their  output 
with  reasons  for  same. 

h.  Commerce.  Domestic.  Facilities  for  transportation,  great 
commercial  centers. 

Foreign.  Facilities ;  coast  cities ;  chief  exports ;  relative  import- 
ance ;  chief  imports ;  relative  importance. 

Europe  as  a  Whole. 

I.  Why  Europe  is  of  special  interest  to  us. 

a.  Europe,  home  of  ancient  peoples;  Greeks,  Romans,  Franks, 
Saxons,  Angles,  Britons,  etc. 

b.  Europe,  home  of  our  ancestors :  English,  Scotch,  Irish,  Ger- 
mans, French,  Scandinavians,  Dutch,  Spanish,  etc. 

c.  Europeans  chiefly  of  the  Caucasian  race,  our  race,  the  race 
which  has  contributed  the  most  toward  civilization. 

II.  Location  and  size  of  Europe. 

1.  Position  in  relation  to  other  countries.  Oceans.  Zone. 

2.  Actual  and  relative  size.  Compare  with  United  States  in  re- 
gard to  area  and  population. 


—  73  — 


III.  Surface. 

1.  Highlands. 

2.  Lowlands  or  plains. 

IV.  Climate. 

1.  Western  Europe. 

2.  Eastern  Europe. 

3.  Northern  Europe. 

4.  Southern  Europe. 

5.  Kainfall. 

(a.)    Situation  of  mountains  in  relation  to  winds, 
(b.)    Source  of  many  rivers  among  the  Alps, 
(c.)    Dry  regions — steppes. 

V.  Drainage. 

1.  Ehine  River. 

2.  Danube  River. 

3.  Elbe  River. 

4.  Volga  River. 

5.  Inland  Seas. 

VI.  Coastline. 

Irregular — Oceans,  gulfs,  seas,  peninsulas.  Islands. 

VII.  Effect  of  these  physical  conditions  on  agriculture,  natural 
resources,  commerce,  etc. 

VIII.  Many  Countries. 

1.  Name  and  recognize  countries. 

2.  Location. 

3.  People. 

(a.)  Language, 
(b.)  Industry, 
(c.)  Government, 
b.  The  British  Isles. 

I.  Location. 

In  relation  to  mainland  of  Europe;  bodies  of  water;  heat 
belt;  winds. 

II.  Area. 

Actual  and  relative  size.    Significance.    Compare  with  the 
United  States  regarding, 
(a.)  Population, 
(b.)    Area.  . 

III.  Divisions  of  British  Isles, 
(a.)    Great  Britain. 

(b.)  Ireland. 

(c.)    Adjacent  Islands. 

IV.  Surface. 

(a.)    Highland  areas. 

1.    Compare  with  mountains  of  mainland  of  Europe, 
(b.)  Lowlands. 


—  74  — 


(c.)    The  "downs." 
(d.)    Picturesque  lakes. 

V.  Drainage. 

a.  Principal  rivers. 

b.  Canals. 

c.  Lakes. 

VI.  Climate  and  rainfall. 

a.  Influence  of  westerly  winds  and  Gulf  Stream. 

b.  Compare   with   climate  of   other  countries   in  similar 
lattitudes. 

c.  Effect  of  climate  on  life  of  region. 

VII.  Industries. 

a.  Manufacturing. 

1.  Factors  which  have  made  manufacturing  the  leading 
industry. 

2.  Iron  and  steel  manufacturing  centers. 

3.  Cotton  and  woolen  manufacturing  centers. 

4.  Linen  and  lace  industries. 

5.  China,  porcelain,  glass. 

6.  Leather. 

7.  Chemical  industries. 

b.  Farming  and  dairying. 

1.  Regions. 

2.  Products. 

c.  Stock  raising. 

1.  Conditions  favorable  for  raising  food  animals. 

2.  Regions. 

3.  Raising  of  horses,  cattle,  sheep,  hogs. 

d.  Mining. 

1.  Coal  and  iron. 

2.  Tin. 

3.  Salt. 

4.  Pottery  clays. 

5.  Peat. 

e.  Fishing. 

1.  Location  of  fishing  grounds. 

2.  Value  of  fisheries. 

3.  Largest  fish  markets. 

f.  Commerce. 

1.  Foremost  commercial  country  on  globe. 

2.  Great  commercial  centers. 

g.  Markets. 

1.  Colonies. 

2.  Other  countries. 

VIII.  The  British  Empire. 

1.  Foreign  possessions. 

2.  Government. 


—  75  — 


Trips. 

To  southern  Ireland. 

To  Glasgow  and  the  Clyde. 

To  London — the  Commercial  Center  of  the  World, 
c.    France,  Italy,  Belgium,  Germany,  Holland,  Switzerland,  Nor 
way,  Austria,  Spain,  Russia. 

France, 

I.  Location;  area — actual,  and  relative;  relief;  drainage;  clim- 
ate ;  people — density  of  population,  reason ;  rural  life ;  city  life ;  gov- 
ernment ;  foreign  possessions. 

II.  Industries. 

a.  Agriculture. 

1.  Wheat,  barley,  oats,  sugar-beets,  potatoes. 

2.  Fruits:  grapes,  oranges,  olives,  lemons. 

3.  Silk  culture  in  France.  Conditions  necessary  to  the 
growth  of  the  white  mulberry  trees ;  feeding  of  the  silk- 
worm; selection  of  cocoons  for  breeding;  process  of  de- 
stroying the  chrysalis;  reeling  of  raw  silk;  manufactur 
ing  of  raw  silk ;  when  and  how  introduced,  silk  manufac- 
turing cities;  rank  in  the  production  of  quality. 

b.  Stock  raising. 

c.  Dairying. 

d.  Forestry. 

Large  areas  still  wooded.    Care  of  forests. 

e.  Mining. 

f.  Manufacturing.  Name  and  location  of  leading  manu- 
facturing centers ;  products  in  which  France  leads. 

g.  Commerce. 

1.  Domestic ;  facilities  for  transportation. 

2.  Foreign.  Facilities ;  chief  seaports.  Imports,  exports. 

Trips. 

1.  The  Vineyards  of  France. 

2.  A  Visit  to  Limoges. 

3.  The  Most  Beautiful  City  in  the  World. 

Use  outline  given  for  study  of  France  as  model  for  study  of  other 
leading  countries  of  Europe.  Make  such  modifications  and  additions 
as  are  necessary. 

GRADE  VI. 

September : — Asia  as  a  whole. 

October : — China ;  Siberia. 

November: — Japan;  Indo  China. 

December : — India,  2  weeks ;  Australia,  2  weeks. 

January: — Australia  and  review. 

February: — Africa  as  a  whole. 

March  :— Tropical  Africa  ;  Egypt ;  British  South  Africa  ;  French 
Possessions. 


76  — 


April : — South  America  as  a  whole. 

May :— Brazil ;  Argentina ;  Uruguay  and  Paraguay ;  Guianas  and 
Venezuela. 

June: — Tropical  Andean  Countries;  Chile;  Review. 


DETAILED  OUTLINE. 
GRADE  VI. 

I.  Position. 

1.  In  relation  to  other  continents;  oceans;  heat  belts. 

II.  Size. 

2.  Actual  area — significance. 
II.  Surface. 

1.  Mountains. 

2.  Plains. 

3.  Plateaus. 

IV.  Drainage. 

1.    River  basins  of  the  north,  east,  south  and  south-west. 

V.  Climate. 

1.  Winds. 

2.  Rainfall. 
Climatic  areas. 

VI.  Vegetation — result  of  geographic  conditions. 

1.  Tundra  Region. 

2.  Forest  areas. 

3.  Steppes. 

4.  Deserts. 

5.  Jungles. 

6.  Fertile  plains. 

VII.  Animals — types  adapted  to  climatic  areas. 

VIII.  Minerals — copper,  tin,  coal,  petroleum,  salt,  etc. 

IX.  People. 

Populations;  races;  distribution  of  population  as  dependent 
upon  possibilities  of  productive  occupation ;  productive  occu 
pations  as  dependent  upon  resources,  supply  and  demand  and 
commercial  advantages. 
Make  a  study  of  Siberia,  the  Highland  Region,  China,  India,  and 
Japan  with  reference  to  geographic  controls  as  affecting  the  social 
and  industrial  relations  of  the  people  of  the  various  regions  studied. 
In  making  a  study  of  the  various  regions,  use  the  outline  for  study  of 
China  given  below  as  a  basis.    Make  such  modifications  as  become 
necessary  to  meet  needs  for  the  study  of  the  particular  region. 


—  77  — 


China. 

Location;  area — actual  and  relative;  relief;  drainage;  climate; 
conditions  affecting  climate;  products — natural  and  manufactured; 
people ;  race ;  population ;  density  of  population. 

Study  the  following  topics  through  the  use  of  text  book,  geo- 
graphical readers,  supplementary  readers,  exhibits  from  the  natural 
science  collection,  pictures  and  such  other  material  as  is  available. 

L    Chinese  farms  and  farmers. 

a.  Small  farms ;  intensive  cultivation ;  why  necessary. 

b.  Products. 

II.  Rice  culture. 

a.  Contrast  and  compare  with  rice  culture  in  the  United 
States. 

b.  Why  mostly  without  aid  of  machinery. 

c.  Markets,  wages,  standards  of  living. 

III.  Tea  Culture. 

IV.  Production  of  Silk. 

V.  Fisheries. 

VI.  Mineral  resources.  Enormous,  but  not  developed.  Why? 
What  changes  will  take  place  in  China  when  more  of  her  coal  and 
iron  are  made  use  of  ?  Are  there  any  indications  of  such  change  ? 

VII.  Means  of  transportation.  Several  railroads;  two  great 
rivers. 

VIII.  Methods  of  work.   Laborious  ways ;  reasons ;  changes. 

IX.  Customs.   Home  Life;  schools. 

X.  Effect  of  long  isolation  of  China. 

XI.  Changes  taking  place;  future. 

Australia. 

I.  Position. 

Direction  from  equator;  from  other  continents;  routes  of 
ships  from  important  places  (New  York,  London,  San  Fran- 
cisco, etc.)  to  cities  of  Australia  (Sidney,  Melbourne,  etc.). 

II.  Size. 

a.  Compare  with  United  States ;  with  continents ;  with  larger 
Asiatic  countries. 

b.  Actual  area. 

III.  Physiography. 

a.  Low  central  plain. 

b.  Eastern  highlands. 

c.  Southwestern  highland. 

d.  Northern  highland. 

e.  Shore  lines. 

f .  1 1  The  Great  Barrier  Reef. ' ' 

g.  Drainage. 


—  78  — 


IV.  Climate. 

a.  Winds;  trade  winds;  westerly  winds;  monsoons. 

b.  Rainfall. 

c.  Temperature.   Effect  on  rivers  and  lakes ;  on  distribution 
of  population. 

V.  Vegetation. 

Distribution  of  vegetation  determined  largely  by  surface 
features  and  the  climate. 

a.  Of  plains. 

b.  Of  highland  area. 

VI.  Minerals. 

Gold,  silver,  coal,  tin,  copper,  iron,  precious  stones. 

VII.  Animals. 

Reasons  for  the  difference  of  flora  and  fauna  in  this  continent. 

a.  Merino  sheep. 

b.  Cattle. 

c.  Marsupials. 

d.  Platypus. 

e.  Cassowary. 

f.  Echnyda,  etc. 

g.  Rabbit  as  a  pest. 

VIII.  People. 

a.  History. 

1.  Of  natives. 

2.  Of  white  people. 

b.  Industries. 

1.  Agriculture. 

2.  Sheep  and  cattle  industries. 

3.  Mining. 

IX.  Government.  English  colonial. 

X.  Topics  suggested  for  special  study  in  connection  with  study 
of  continent: 

Sheep  raising  in  Australia;  Mining  in  Australia;  Animals  of 
Australia ;  Farming  in  Australia ;  The  Aborigines  of  Australia ;  Cities 
of  Australia. 

Africa. 

In  the  study  of  Africa,  fix  upon  some  important  problems  early 
in  the  study  of  the  continent,  such  as  distribution  of  population,  kinds 
of  products  and  their  distribution,  and  note  the  geographic  controls. 
By  referring  to  these  factors  constantly,  the  pupil  will  acquire  the 
right  conception  of  geography  and  will  recognize  the  principles 
which  control  the  life  and  hence  the  human  activities  which  prevail. 
He  will  be  able  to  infer  results  and  conditions  if  a  few  principles  are 
stated.   Study  first  the  continent  as  a  whole  according  to  outline  be- 


—  79  — 

\ 

low.  This  is  followed  by  the  study  of  each  political  division  as  to 
peculiarities  and  the  habits  and  customs  of  its  people. 

I.  Location. 

a.  Direction  from  other  continents. 

b.  With  reference  to  the  equator. 

II.  Size. 

a.  In  comparison  with  other  continents. 

b.  In  comparison  with  United  States. 

c.  Actual  area. 

III.  Coast  features. 

a.  Islands. 

b.  Capes.    (Coordinate  with  history.) 

IV.  Surface  regions. 

a.  Narrow  coastal  plains. 

b.  The  mountain  rim;  principal  ranges  and  peaks. 

c.  The  interior  plateau. 

V.  Drainage. 

a.    The  great  rivers.  Why  not  value  for  transportation. 

b.  The  importance  of  the  Nile  Valley.    The  Assuan  dam 
and  irrigation. 

c.  The  Victoria  Falls. 
VI  Climate. 

a.  Winds. 

b.  Rainfall — Equatorial  rainbelts. 

c.  Climatic  areas — Deserts,  steppes,  savannas,  forests,  fer- 
tile plains,  oases. 

VII.  Vegetation — Animals. 

a.  Animal  and  vegetable  life  as  found  in  each  of  the  above 
named  regions. 

b.  "Big  game"  and ''Big  game  hunters." 
(African  Game  Trails — Roosevelt.) 

c.  Animal  and  vegetable  products  of  the  various  regions. 

VIII.  People. 

1.  Races. 

a.  Native  blacks;  the  slave  trade;  Sir  John  Hawkins. 

b.  The  white  race. 

2.  Occupations — Mining,  agriculture,  hunting. 

3.  Government — Absolute  monarchy;  by  foreign  powers; 
republic. 

IX.  Historical  interest ;  motive  for  studying  Africa. 

a.  Early  inhabitants  of  Northern  Africa. 

b.  Recent  settlers  of  Southern  Africa. 

c.  When  people  knew  Africa  so  early,  why  was  its  develop- 
ment so  late? 

d.  What  nations  have  colonies  in  Africa? 

e.  Why  have  Europeans  done  the  work  of  colonizing  it? 

f.  What  occupations  are  developed  in  the  south? 


—  80  — 

g.  Principal  products. 

h.  Railroads. 

i.  Why  do  white  men  not  settle  in  Central  Africa? 
j.    Principal  cities. 

a.    Tropical  Africa. 
1.  Lowlands. 


a. 

Countries. 

b. 

Congo  River  Basin. 

c. 

Plant  life. 

d. 

Animal  life. 

e. 

People. 

f. 

Products. 

Political  control. 

2.  Highlands. 

a.  Countries. 

b.  Relief  as  affecting  climate  and  products. 

b.  Egypt. 

1.  Location;  size. 

2.  The  Nile. 

3.  Agriculture. 

4.  Irrigation. 

5.  People. 

6.  Cities. 

7.  Suez  Canal. 

8.  Historical  interest. 

c.  British  South  Africa. 

1.  Diamond  and  gold  mining. 

a.  Diamond  mining. 

b.  Location. 

c.  Methods  of  mining. 

d.  Marketing. 

e.  How  diamond  mining  camp  is  managed. 

f.  The  city  of  Kimberly. 

2.  Gold  mining. 

a.  Location — Transvaal. 

b.  Methods  of  mining. 

c.  The  city  of  Johannesburg. 

3.  Other  resources. 

a.  Farming. 

b.  Stock  raising. 

4.  Cities. 

5.  The  Story  of  Cecil  Rhodes. 

6.  The  Railroad.    (Cairo  to  Cape  Town.) 

7.  Value  to  Great  Britain. 

a.  Producer  of  raw  material. 

b.  Consumer  of  manufactured  products. 

c.  Place  for  excess  population. 


—  81  — 


d.  French  Possessions.   Includes  45%  of  land  and  25%  of  popu 
lation  of  Africa. 

I.    The  Desert. 

a.  Location  and  extent. 

b.  Types  and  country. 

c.  Climatic  conditions. 

d.  Caravans. 

1.  Products  of  exchange. 

2.  Routes. 

3.  The  Camel— Story  of  the  desert  may  be  centered 
about  it. 

2.    Barbary  States. 

a.  Location. 

b.  Character  of  country. 

c.  Climate. 

d.  Resources. 

e.  Commerce. 

f.  Cities. 

g.  Political  control. 

e.  The  Soudan— Land  of  the  Blacks. 

1.  Location — extent. 

2.  Divisions. 

3.  Character  of  country. 

4.  People. 

5.  Commerce. 

6.  Products. 

7.  Trade  centers. 

8.  Value  of  French. 

a.  Strengthens  hold  on  Mediterranean. 

b.  Produces  raw  material. 

c.  Consumers  manufactured  material. 

South  America. 

I.    South  America  as  a  Whole. 

a.  Location  and  size. 

1.  Lies  chiefly  south  of  equator, 

2.  Direction  from  other  continents. 

3.  Size — actual  and  relative. 

b.  Surface  features. 

1.  Similarity  of  North  America  and  Africa  in  shape. 

2.  Mountains  and  lowlands.  Highest  in  western  and 
lowest  in  eastern  parts.   Compare  with  North  America. 

4.  Rivers.   Compare  Amazon  with  Mississip  and  Kongo. 

5.  Lakes.  Titicaca.  Highest  elevated  great  lake  in  the 
world.    Elevation,  12,000  feet  approximately. 


—  82  — 


c.  Climate. 

1.  Winds.  Equatorial  Calms;  Trades;  Horse  Latitudes, 
Westerlies. 

2.  Rainfall.  Winds  are  key  to  rainfall.  There  are  two 
dry  regions — that  produced  by  the  S.E.  Trades  in  South- 
ern Peru  and  Northern  Chile,  and  that  produced  by  West- 
erlies in  Southern  Argentina. 

h.  Plant  life.  Rainfall  determines  plant  life  largely.  Jungles 
in  the  North.  Grass  lands  in  the  pampas,  Llanos,  selvas. 
None  in  desert-like  regions. 

e.  Animal  life. 

1.  In  the  Jungle — monkeys,  jaguar,  sloth,  iguana,  ser- 
pents (Boa  constrictor),  anteaters,  tapir,  insects,  butter- 
flies, birds,  armadillo,  manatee. 

2.  On  plain  and  mountains — deer,  rhea,  guanaco,  condor, 
Llama,  vicuna,  alpaca.    (Study  the  Llama  in  particular.) 

f.  Inhabitants. 

1.    Native — Indians. 

a.  The  Incas.  1.  Their  early  civilization.  They  were 
protected  by  natural  barriers  which  lead  to  development , 
tilled  soil  by  aid  of  irrigation,  cultivating  potatoes,  corn, 
cotton,  domesticated  Llamas  and  alpaca.  Had  armies; 
built  roads;  had  rude  postal  and  express  system.  Capi- 
tal Cuzco. 

b.  The  Spaniards.   Attitude  toward  natives. 

c.  Recent  Immigrants.  Chiefly  from  Germany  and 
Southern  Europe.  Chiefly  to  Brazil,  Argentina  and  Chile. 
Why? 

g.  Government.   Past  and  present. 

II.    Brazil.    (Name  comes  from  a  dyewood.) 

a.  Size.    Actual  and  relative. 

b.  Climate.   Chiefly  tropical. 

c.  Drainage.    Discuss  the  Amazon  in  particular. 

d.  The  tropical  forest.  Its  appearance  and  its  products. 
Fruits,  dyewood,  nuts,  vanilla,  mandioca,  yerba  mate, 
rubber.  Study  the  rubber  industry.  (Carpenter's  & 
Pamphlet.) 

e.  Industries. 

1.  Agriculture. 

Products — Coffee  (See  Carpenter's  "How  World  is  Fed") 
cotton,  sugar,  tobacco,  fruits,  corn,  cocoa.  (Cattle  in 
South.) 

2.  Mining — Gold,  diamonds,  coal,  iron;  latter  two  not 
much  mined  yet. 

3.  Manufacturing — Cotton  and  woolen  cloth. 

f.  Principal  Cities — Rio  De Janeiro,  Bahia,  Santos,  San 
Paulo,  Pernambuco. 


—  83  — 


III.  Argentina — (Silver). 

a.  Why  most  progressive  country? 

(In  a  temperate  climate;  varieties  of  climate;  open 
climate.) 

b.  Farming — Products — Sugar  cane,  tobacco,  coffee  in  warm 
north.  In  the  more  temperate  parts  grains  (chiefly  wheat, 
alfalfa,  fruits,  grapes). 

c.  Ranching  (chiefly  in  southern  part).    Cattle  and  sheep. 

d.  Lumbering  and  mining. 

Argentina  and  Plata  mean  silver,  but  little  is  found. 
Name  due  to  fact  natives  wore  silver  ornaments.  Few 
minerals  found. 

e.  Manufacturing  and  commerce. 

1.  Dairying.  Manufacture  of  wool,  flour,  sugar,  wine, 
leather,  cotton. 

2.  Most  of  raw  material  sent  out. 

f.  Cities — Buenos  Aires,  LaPlata,  Rosaria,  Cordoba. 

IV.  Uruguay  and  Paraguay. 

Both  countries  similar — not  well  developed,  largely  on  account  of 
poor  government. 

Farming  and  cattle  raising  are  the  industries.  Paraguay  is  known 
for  yerba  mate  or  Paraguay  tea. 

V.  The  Guianas  and  Venezuela. 

a.  The  Guianas. 

1.  Political  control  (only  part  of  S.  A.  held  by  for- 
eigners). 

2.  Products.  Rubber,  dyewood,  sugar  cane,  bananas,  cot- 
ton, cocoa,  coffee. 

3.  Exports — Sugar,  molasses,  rum.  (All  made  from 
sugar  cane.) 

b.  Venezuela — (Meaning  "Little  Venice")  so  named  be- 
cause explorers  found  village  built  on  piles  in  Lake 
Maracaibo. 

1.  Includes  spur  of  Andes  and  Llanos. 

2.  Farming — Potatoes,  barley,  beans  on  higher  eleva- 
vation.  Lower  elevation  produces  bananas,  cocoa,  sugar 
cane,  coffee. 

3.  Coffee  is  chief  export. 

4.  Cattle  raising  on  Llanos. 

5.  Other  products — dyewood,  rubber,  gold. 

6.  Chief  city — Caracas.  Tell  of  earthquake  which  de- 
stroyed it  in  1812.    Similar  to  San  Francisco  disaster. 

VI.  Tropical  Andean  Countries — Columbia,  Ecuador,  Peru, 
Bolivia. 

1.    Resemblance  to  one  another. 

a.  In  surface — All  crossed  by  Andes. 

b.  In  variety  of  climate  and  products — Tropical  (up  to 


—  84  — 


3000  to  4000  feet).  Produce — bananas,  sugar  cane,  cocoa. 
Semi-tropical  (up  to  6000  or  7000  feet).  Produce— to- 
bacco, corn  and  coffee. 

c.  In  abundance  of  minerals. 

d.  In  location  of  chief  cities. 

Chiefly  interior  at  higher  elevations — to  be  near  mines, 
cooler  and  more  healthful  climate ;  protection  from  attack. 

e.  Government — poor,  difficult  to  handle  because  of  il- 
literacy— ambitious  army  leaders  can  easily  overthrow 
government. 

2.  Columbia — Named  after  Columbus.  Has  seacoast  on  two 
oceans. 

Products — Gold,  silver,  emeralds,  cattle,  coffee,  sugar 
cane,  tobacco,  cocoa.  On  mountains  grains  and  vege- 
tables and  fruits.  Bogota  the  capital.  PANAMA — Its 
connection  with  history  of  the  canal. 

3.  Ecuador  (from  the  Spanish  Equator). 

Products — Wheat,  barley,  coffee,  sugar  cane,  cocoa.  (Tell 
of  cocoa  industry  here.  See  Carpenter's),  sarsaparilla, 
rubber  ,gold  (difficulties  of  mining,  lack  of  transporta- 
tion). 

4.  Peru. 

a.    Climate — great  variation. 

Mining — Gold,  copper,  tin,  silver — carried  on  crudely, 
here.) 

c.  Agriculture — Corn,  wheat,  potatoes,  sugar  cane,  cot- 
ton, tobacco,  cocoa,  coffee. 

d.  Other  products — Cattle,  sheep,  llama,  alpaca,  coca 
(from  which  cocaine  is  made),  Cinchona  or  Peruvian 
bark,  from  which  quinine  is  made. 

e.  Manufacturing — Sugar,  cotton. 

f.  Chief  cities — Lima,  Callao,  Arequipa. 

5.  Bolivia — Named  after  General  Boliver,  the  leader  on  the 
revolt  against  him. 

Mining— Gold,  copper,  tin,  silver — carried  on  crudely. 
Agricultural  products  similar  to  Peru. 
LaPaz — Chief  city. 
VII.    Chile — Indian  word  for  snow.    Progressive.  Why? 

1.  Surface. 

Long  narrow,  crossed  throughout  by  Andes;  coast  line 
regular  except  in  South. 

2.  Climate — Varies  more  than  in  any  S.  A.  country.  Dif- 
ference in  rainfall  North  arid ;  central  and  southern  parts 
have  considerable  rainfall.   Best  part  is  the  mid  section. 


—  85  — 


3. 

Mining— Gold,  silver,  copper.    (Copper  leads.) 

Nitrate  beds  of  Chile  of  greater  importance — forms  one 

of  chief  exports.   Value  of  nitrate  bed  increased  because 

of  Panama  Canal.  Why? 

A 

4. 

Agriculture — trains,  iwdLLVK))  ±iiui»,  vegeiduies,  caine, 

sheep. 

5. 

Manufacturing — Flour,  cheese,  leather,  shoes. 

6. 

Cities — Santiago,  Valparaiso. 

VIII. 

Suggest  Topics  for  Intensive  Study.    (Mentioned  in  out- 

) 

I. 

The  Rubber  Industry. 

2. 

Coffee. 

3. 

Cocoa. 

4. 

The  Incas. 

5. 

Nitrate  Beds  of  Chile. 

6. 

The  Llama. 

7. 

The  Spanish  Conquest. 

8. 

The  Cattle  Industry. 

9. 

The  Amazon. 

JUNIOR  HIGH  SCHOOL. 

Based  on  Brigham  and  McFarlane's  Essentials  of 
Georgraphy,  Book  II — A.  B.  C. 

We  have  to  make  a  living  and  we  wish  to  enjoy  life.  These  two 
things  can  best  be  secured  if  we  can  rightly  and  quickly  interpret  the 
news  and  the  signs  of  the  time,  and  realize  fully  our  dependence  upon 
nature.  It  is  because  geography  tells  us  so  much  about  nature  and 
the  struggle  of  man  in  getting  his  living  and  his  amusements  from 
her,  that  this  study  is  so  helpful  in  interpreting  the  news  and  the 
signs  of  the  time. 

The  best  results  can  be  obtained  only  when  the  child  realizes  that 
what  he  is  working  on  is  of  use  to  him.  The  boy  will  be  interested  in 
geography  and  will  work  hard  to  master  it  when  he  feels  that  it  helps 
him  daily  to  understand  things.  Be  sure  to  bring  up  daily  and  to 
locate  on  maps  the  places  that  are  mentioned  in  the  newspapers  of  the 
previous  day.  This  habit  once  formed  will  amply  repay  the  children 
for  the  effort  expended.  They  will  thereby  easily  learn  the  location 
of  many  places  in  two  years,  and  it  will  also  aid  greatly  in  vitalizing 
the  work. 

It  becomes  necessary  to  cover  the  whole  field  of  regional,  in- 
dustrial and  political  geography  in  the  7th  and  8th  grades,  since  the 
attempt  is  made  in  4th,  5th  and  6th  grades  to  acquaint  the  children 
with  the  general  basic  geographic  facts  only,  without  going  into  in- 
tensive, detailed  studies.  The  teacher  of  7th  and  8th  grade  geography, 
therefore,  is  free  to  teach  geography  without  being  interfered  with 
by  the  constantly  repeated  reminder:  "Oh,  we  had  that  before." 
7th  and  8th  grade  geography  is  new  stuff. 


—  86  — 


MAJOR  PROBLEMS. 

— 7B — 

Mathematical  Geography,  North  America  and  United  States. 

I.  Nebular  Hypothesis. 

a.    Laplace,  Kant,  Copernicus,  Galileo,  Newton. 

II.  The  Solar  system. 

a.  Origin. 

b.  Members  of. 

c.  Movements  of. 

III.  The  tides. 

a.  Cause. 

b.  Time  of. 

c.  Height  of. 

d.  Commercial  significance. 

I.  What  is  the  relation  of  the  earth  to  the  rest  of  the  heavenly 
bodies? 

II.  Tell  all  about  the  three  great  motions  of  the  earth  and  their 
consequences? 

III.  What  does  geology  teach  us  about  the  earth? 
VI.    What  has  the  sun  to  do  with  the  earth? 

V.  Tell  the  story  of  the  making  of  the  sea,  the  continents,  and 
the  islands.   What  has  all  this  to  do  with  us  here  in  Belleville  ? 

VI.  Study  the  soil,  the  lakes,  and  streams  and  then  tell  why  they 
are  of  great  interest  to  us. 

VII.  What  have  mountains  and  deserts  to  do  with  mankind? 

VIII.  Causes,  distribution  and  results  of  rainfall. 

IX.  Cases,  distribution  and  results  of  heat  and  cold. 

X.  Man  and  the  plant  world. 
XL    Man  and  the  animal  world. 

XII.  Distribution  of  men. 

a.  Races  of  men. 

b.  Nations. 

XIII.  Occupations. 

XIV.  Religions. 

XV.  Governments. 

The  treatment  of  these  subjects  is  by  no  means  to  be  limited  to 
North  America  or  the  United  States.   They  are  world  topics. 

— 7A— 

Finish  Study  of  United  States.  Then  take  up  South 
America  and  Europe. 

I.  Of  what  importance  is  farming? 

II.  Which  is  the  more  valuable  crop,  corn  or  rice?  Sugar  or 
potatoes?  Treat  each  one  of  the  great  food  products  mentioned  above 
or  below  from  the  following  viewpoints:  Historical  rise,  geographical 
distribution,  and  industrial  importance. 


—  87  — 


III.  Discuss  the  meat  and  wheat  supply.  Other  cereals  and  the 
fruits.    Dairy  products  and  vegetables.    Beverages  of  all  kinds. 

IV.  Compare  sheep  and  wool  with  fish  and  fisheries. 

V.  What  has  cotton  to  do  with  your  being  in  school  today? 
Treat  the  subject  historically — both  as  to  itself  and  its  effect  on  our 
country's  history — regionally  and  industrially. 

VI.  Has  tobacco  anything  to  do  with  your  being  the  child  of 
American  citizens?  What?  Treat  this  subject  in  the  same  compre- 
hensive way  that  you  did  cotton,  wheat,  corn,  potatoes. 

VIII.  Name  things  built  or  made  out  of  wood,  wholly  or  in  part, 
which  are  on  the  ground  or  in  the  house  where  you  reside.  Deal  with 
lumber,  forests,  and  conservation  of  timber  in  the  same  broad  way 
that  you  did  cotton  above. 

—SB- 
Finish  Europe.  Then  take  up  Asia,  Africa  and  Australia, 

It  is  strongly  urged  that  throughout  the  work  in  geography  and 
history  that  pupils  and  teachers  make  quick  sketches  of  those  places 
and  features  that  are  to  be  remembered.  Do  not  waste  valuable  time  in 
making  elaborate  or  artistic  maps,  charts,  graphs,  and  the  like.  Not 
only  is  the  thinking  faculty  of  the  child  to  be  constantly  called  into 
action — but  also  the  visualizing  habit. 

Besides  taking  imaginary  trips  with  the  children  in  which  you 
point  out  the  strange  sights  and  call  attention  to  the  noted  places,  ask 
them  to  make  a  collection  of  pictures  and  to  clip  illustrations  from 
magazines,  illustrated  weeklies  or  Sunday  papers,  from  old  geog- 
raphies, or  any  other  material  suitable.  These  with  the  reading  of 
good  books  on  travel,  geographical  readers,  and  the  like  will  interest 
them  and  fasten  the  facts  in  their  minds. 

Part  I. 

Give  the  origin  of  each  mineral  listed  below,  the  regions  where 
found  and  their  extent,  the  part  they  have  played  in  the  world's  ad- 
vance in  civilization,  and  a  full  account  of  their  industrial  and  commer- 
cial importance  at  the  present  time. 

Coal;  iron;  petroleum;  clays  and  sand  used  for  other  purposes 
than  for  building  products ;  salt. 

What  are  our  relations  to  trade  and  commerce? 

I.    History  of. 

a.  Its  beginnings. 
1.  Exchanges. 

a.  Personal.  (Tell  about  each  and  dwell  upon  the 
results  to  mankind.) 

b.  Intercommunal. 

c.  Inter-tribal. 

b.  Its  growth  and  why. 

1.    Early  European,  Asiatic  and  African  development. 


—  88  — 


2.  World  growth  up  to  the  adoption  of  the  constitution 
of  the  United  States. 

3.  Development  throughout  the  world,  brought  about  by 
the  invention  and  use  of  machinery,  ending  with  1865. 

4.  The  impetus  given  commerce  by  the  development  of 
great  manufacturing  plants  and  the  improvement  of 
transportation  facilities,  especially  railroading  and  ship- 
ping, by  the  invention  of  telegraph  and  the  telephone. 

c.    Present  status. 

1.  Immense  amount  of  commerce  now  carried  on. 

2.  Ocean  routes  and  maritime  nations. 

3.  Railroad  lines. 

4.  River  traffic. 

5.  Canals. 

Part  II. 

Name  the  five  states  in  the  United  States  that  have  the  most 
people  to  the  square  mile.  Give  the  reasons  in  detail  for  this  fact. 
Prove  that  it  is  perfectly  natural  that  New  York  City  is  larger  than 
Chicago,  the  latter  than  St.  Louis,  St.  Louis  than  East  St.  Louis,  the 
latter  than  Belleville,  and  Belleville  than  Smithton. 

— 8A— 

Finish  Asia,  Africa  and  Australia,  and  Review  Mathematical  Geog 
raphy  and  the  Industrial  Geography  of  the  United  States. 

Up  to  this  point  our  course  has  been  largely  built  up  on  commer- 
cial, physical,  and  astronomical  geography.  From  here  on  we  shall 
emphasize  descriptive  and  political  geography. 

Major  Problems. 

Sketch  a  map  of  Illinois. 

Name  and  locate  one  or  two  of  the  largest  cities  in  every  state 

Determine  the  chief  source  of  wealth  of  every  state,  and  discuss 
the  dependence  of  one  state  on  another. 

Bound  the  United  States,  and  give  the  history  of  the  fixation  ot 
the  present  north  and  south  lines. 

Account  for  the  differences  between  the  Canadians  and  the 
Mexicans. 

Sketch  a  map  of  Canada,  and  inse*rt  thereon  its  important  bays, 
gulfs,  lakes,  rivers,  mountains,  farming  areas,  and  lumber  regions. 
Also  insert  its  five  largest  cities.  Why  are  we  interested  in  Canada  ? 
This  question  is  to  be  answered  in  discussing  every  foreign  country. 

Draw  a  map  of  Mexico  and  locate  on  it  its  seaports — two  or  three 
— its  mountains,  its  mining  regions,  its  farming  areas,  and  its  timber 
sections. 


—  89  — 


Draw  a  map  of  South  America  and  sketch  in  its  countries,  moun- 
tains, its  three  or  four  principal  rivers,  its  farming,  mining,  timber, 
and  herding  regions.  Name  and  locate  the  principal  city  of  each 
country.  What  interesting  facts  can  you  tell  us  about  its  different 
peoples? 

Insert  on  a  map  of  Europe  its  countries,  its  important  rivers,  its 
mountain  ranges,  and  locate  from  one  to  three  or  four  great  cities  in 
each  country.  Make  a  study  of  the  people  of  the  different  nations — 
their  manners  and  customs,  occupations,  ideas  of  government. 

Make  a  similar  study  of  Asia. 

Treat  Africa  the  same  as  you  did  Asia. 

Reference  Books. 

1.  Addams,  C.  E.,  Elementary  Commercial  Geography. 

2.  Carpenter's  and  Chamberlain's  Geographical  Readers.  (See 
Home  Reading  List,  English  course.) 

3.  Herbertson,  A.  J.  and  P.  D.,  Descriptive  Geographies  :  Africa ; 
Asia ;  Australia  and  Oceanica  ;  British  Empire ;  Central  and  South 
America  ;  Europe  ;  North  America. 

4.  Johnson,  W.  E.,  Mathematical  Geography. 

5.  McMurry,  C.  A.,  Larger  Topics  of  American  Geography. 

6.  Pratt,  M.  L.,  Stories  of  Illinois. 

8.  Jackson,  E.  P.,  Astronomical  Geography. 

7.  Salisbury,  R.  D.,  Elementary  Course  in  Physiography. 

9.  I.  H.  C,  International  Harvester  Co.  Almanac. 

10.  Ridgley,  Important  Topics  in  Geography,  four  pamphlets. 

11.  Redway's  Commercial  Geography. 

12.  Rocheleau's  "Great  American  Industries,"  Minerals,  Manu- 
factures. 

13.  Shinn,  C.  H.,  The  Great  Story  of  the  Mine. 

14.  Tarr  and  McMurry,  Part  II. 

15.  Wright,  C.  D.,  Industrial  Evolution  of  the  United  States. 

16.  Flanagan:   Little  Journey  Series  (Library  of  Travel). 

17.  Dodge :    Advanced  Geography. 

18.  The  World  and  Its  People. 

1.  Our  American  Neighbors. 

2.  Modern  Europe. 

3.  Life  in  Asia. 

4.  Views  in  Africa. 

5.  South  American  Republics. 

19.  King:   Northern  Europe. 


—  90  — 


COURSE  IN  COMMUNITY  LIFE,  HISTORY. 

KINDERGARTEN. 

October  and  November: 

The  food  supply  in  the  home  in  its  relation  to  the  school  garden, 
the  grocery  store,  and  the  farm. 

1.  Fall  garden  produce.  Relation  of  the  harvest  to  the  spring 
planting. 

2.  The  grocery  store  which  supplies  the  home. 

3.  The  farm  as  it  is  related  to  the  food  supply. 

4.  Thanksgiving  as  the  culmination  of  the  harvest  season. 

December : 

The  preparation  for  Christmas  and  its  celebration  in  the  home 
and  in  the  kindergarten. 

January,  February,  March: 
The  home  itself  and  its  use  by  the  family. 

The  kitchen  and  dining  room  in  relation  to  the  serving  of  food, 
the  living  room  and  the  bed  room  and  their  use  by  the  family. 

April,  May,  June: 
The  family  in  its  relation  to  the  community. 

1.  The  different  kinds  of  homes  and  houses. 

2.  Houses  on  the  streets — convenience  on  the  streets. 
Sidewalks. 

Street  lights. 
Mail  boxes,  etc. 

3.  Public  buildings  of  use  to  the  community. 
Churches. 

Schools. 

4.  Needs  of  the  community  supplied  by  the  stores  and  shops. 

5.  Ways  of  getting  about  in  the  community. 
Street  cars. 

Trains. 
Automobiles. 

6.  The  service  of  parks  and  playgrounds  to  the  community. 
(See  the  Course  in  Community  Life,  U.  of  C.) 

GRADE  I. 

Course  in  Community  Life,  History,  Nature  Study. 

1.  For  fall  and  spring: 

The  farm.  See  "Socializing  the  Child,"  89  to  95. 
Also  ' '  Course  in  Community  Life, ' '  U.  of  Chicago. 

2.  For  December:    The  Christmas  stories,  gifts,  etc. 

3.  The  family.    See  "Socializing  the  Child,"  74  to  89. 


—  91  — 


4.  In  connection  with  the  family  and  the  farm  study. 

a.  Pets :  Cow ;  sheep ;  robin ;  fall  fruits  and  vegetables  ; 
storing  of  same ;  coal ;  snow ;  recognize  five  spring  flow- 
ers; two  common  trees;  two  fall  flowers;  three  common 
weeds. 

5.  Parts  of  body ;  cleanliness ;  care  of  teeth ;  correct  carriage  of 
body;  sitting  and  standing;  proper  breathing;  need  of  fresh 
air ;  exercise ;  sleep  ;  care  of  voice. 

6.  Prevention  of  flies;  why  necessary. 

GRADE  II. 

Course  in  Community  Life  History. 
Use  sand  table. 

1.  Primitive  man  before  he  had  fire.  (See  " Socializing  the 
Child,"  pages  104  to  119.)  Fall. 

2.  Indian  life.  See  "  Ji  Shib ; ". ' '  Socializing  the  Child, ' '  pages  121 
to  131.  U.  of  Chicago  Course,  pages  408  to  411.  Fall  and 
Spring. 

3.  Eskimo  life.  See  "Socializing  the  Child,"  pages  119  to  121. 
Winter. 

Nature  Study. 

1.  September :  Sunflower. 

2.  October :  Leaves  and  buds.  Preparation  for  winter,  storing 
fruits  and  vegetables.   Wheat  sowing. 

3.  November:    Chicken.    The  Seasons. 

4.  December:   Winter.  Rabbit. 

5.  January:  Review. 
February :  Goat. 

6.  March :   Horse.  Crocus. 

7.  April :  Pigeon. 

8.  May:    Apple  tree.  Pea. 

9.  June :  Review. 

GRADE  III. 

Course  in  Community  Life,  History. 

1.  September,  October,  January,  February:  Belleville.  See 
outline. 

2.  November,  December:  Shepherd  life.  Outline  provided. 
Also  see  U.  of  Chicago  Course  in  Community  Life. 

3.  March,  April:  Holland.  See  "Socializing  the  Child,"  pages 
163-145. 

4.  May,  June:  Japan.  See  "Socializing  the  Child,"  paees 
163-180. 

5.  Heroes  of  History. 

October:    The  discovery  of  America  by  Columbus. 
December :  Joseph. 


—  92  — 


February :  Ulysses. 
April :   Alexander  the  Great. 
Use  sand  table  extensively. 

The  Study  of  Arabia. 

The  first  problem  given  to  the  children  is :  To  find  what  effect  an 
arid  region  has  upon  the  life  of  a  people. 

Let  us  close  our  eyes  and  imagine  that  the  country  in  which  we 
live  has  been  changed.  The  trees  are  gone,  the  birds  are  not  here, 
the  grass  is  gone.  There  is  not  a  single  green  plant  to  be  seen.  Even 
our  homes  are  gone.  But  it  can  not  stay  this  way,  for  by  and  by  the 
rains  will  come.   Then  what  will  happen  to  the  bare  ground? 

Bring  out  the  fact  that  rain  brings  vegetation. 

Today  we  are  going  to  take  a  trip  to  a  country  where  it  rarely 
rains.  Sometimes,  in  the  region  wheres  we  are  going,  it  does  not  rain 
in  two  years.   This  country  is  Arabia.   How  will  the  country  look? 

After  we  leave  our  ship,  we  go  through  a  very  rough  part  of  the 
country.  Many  of  the  great  rocks  look  like  big  toad-stools,  big  at  the 
top  and  little  at  the  bottom. 

What  has  made  them  this  way? 

These  are  made  of  wind-worn  sandstone. 

What  does  the  wind  do  with  the  sand  made  into  hills  by  the  wind  ? 
Here  among  the  mountains  the  weather  is  very  hot.    Here  it 
rains  too. 

What  kinds  of  fruits  can  the  people  grow? 

We  cross  this  country  of  great  rocks  and  now,  as  far  as  we  can 
see  ahead  of  us,  there  is  nothing  but  sand.  Hills  of  sand  everywhere. 
We  are  going  into  this  country.  There  has  been  no  rain  for  two  years. 

How  shall  we  travel  across  this  great  desert  of  sand? 

Why  not  walk? 

Bring  from  the  children  all  the  reasons  why  it  would  not  be  wise 
to  travel  on  foot. 

We  will  do  much  of  our  traveling  in  the  evening  and  early 
morning;  why? 

Why  could  we  not  ride  a  horse  on  this  long  journey? 
Reasons : — 

No  water  for  many  miles. 
Hoofs  would  sink  deep  into  sand. 
Eyes  not  protected. 
Bright  light  would  hurt.. 
In  sandstorm  eyes  will  fill  with  sand. 
What  animal  could  we  use? 
Show  pictures  of  camel. 
Where  have  you  seen  a  camel? 
Why  can  the  camel  go  so  long  without  food? 
Why  can  it  travel  so  far  without  water? 
Why  do  not  the  camel's  eyes  fill  with  sand  in  a  sandstorm? 


—  93  — 


The  camel  is  very  tall. 

How  can  we  fasten  our  load  on  his  back? 

As  we  take  our  long  journey,  where  shall  we  rest  during  the 
hot  day? 

Why  must  we  have  tents? 

Where  shall  we  get  them? 

Provide  for  response  on  the  part  of  the  child. 

On  the  sand  table,  let  the  children  tell  the  story  as  they  go.  Cut 
from  paper  the  camels  with  the  loads  on  their  backs.  Model  them 
from  clay. 

Where  shall  we  get  water  to  drink? 

We  will  travel  for  many  days.   What  shall  we  see  as  we  go? 

Here  is  the  opportunity  to  give  the  child  a  correct  notion  of  a 
desert.  The  desert  is  not  all  sand,  but  here  and  there  one  comes  upon 
sharp  steep  rocks  and  low  hills.  Have  the  children  go  to  the  black- 
board and  picture  their  ideas  of  the  appearance  of  the  desert. 

As  we  cross  the  desert  what  animals  shall  we  see? 

Why  shall  we  not  see  many  animals? 

Show  pictures  of  ostriches. 

The  ostrich  lives  in  the  desert. 

Tell  what  you  know  about  the  ostrich. 

The  ostrich  does  not  sit  on  her  eggs. 

How  are  they  hatched  ? 

What  do  we  get  from  the  ostrich? 

All  day  as  we  travelled  we  have  seen  something  black  ahead  of 
us.   Now  it  looks  like  a  bowl  of  green  plants.   What  is  it? 
Green  grass  and  trees  are  here. 
Why  do  we  find  trees  and  grass  growing  here? 
What  must  there  be  before  there  can  be  trees  and  grass? 
What  do  they  call  such  a  place  in  a  desert  ? 
Have  children  draw  an  oasis,  as  it  appears  to  them. 
Show  pictures  of  oases. 
Why  do  we  see  so  many  tents  here? 
Picture  of  date-palm. 

What  kind  of  trees  do  we  find  in  the  oasis? 

What  can  we  use  for  food  if  we  stop  here? 

For  what  else  can  the  Arab  use  the  date-palm  ? 

Make  an  oasis  in  the  desert  on  the  sand-table. 

Show  picture  of  the  Arabs. 

How  do  the  Arabs  dress? 

Why  do  they  not  dress  as  we  do? 

The  long  hot  summer  very  often  dries  up  the  water  in  the  springs 
and  wells. 

What  effect  will  this  have  upon  the  oasis? 

When  there  is  no  more  water  left  in  the  springs  and  wells  what 
will  the  people  do? 

Have  pictures  of  Arabs  and  their  tents. 


—  94  — 


These  people  are  living  in  tents. 

Why  do  they  not  live  in  houses?  Bring  out  the  fact,  that  because 
the  supply  of  water  in  an  oasis  is  often  uncertain,  these  people  must 
move  from  place  to  place.  Therefore  they  must  carry  their  houses 
with  them,  for  it  may  be  impossible  to  find  material  for  house-build- 
ing in  the  new  home. 

How  does  your  father  earn  a  living? 

Why  does  not  the  Arab  in  the  desert  do  the  same  thing  ? 

What  can  the  Arab  do  for  a  living? 

Where  there  is  grass,  what  kind  of  occupation  is  found? 

What  kind  of  animals  are  found  in  the  herds  of  the  Arab  ? 

What  can  the  Arab  make  of  the  goats? 

Uses  are : — Hair  for  making  cloth.    Milk  for  butter  and  to  drink. 
Meat  for  food.    Skins  for  making  leather. 
What  does  the  Arab  do  with  his  camels? 

Uses  are:  Milk  to  drink.  Camels  for  market.  Uses  them  to 
cross  desert.  Skins  used  for  making  water  bags,  food  bags.  Hair 
for  making  cloth. 

Who  makes  the  cloth  in  Arabia  ? 

For  what  is  the  cloth  used? 

If  we  were  to  live  in  Arabia  what  are  some  of  the  things  we  would 
have  that  we  do  not  have  in  America  ? 

What  are  some  of  the  things  we  would  have  to  do  without? 

Why  would  you  rather  live  in  America  than  in  Arabia  ? 

What  are  the  things  that  people  must  do  without  if  they  live  in 
a  dry  country? 

Study  the  date-palm  as  a  typical  desert  tree.   Why  is  it  such  ? 

The  Home  in  the  Desert. 

The  sun  is  setting.  Nefa  has  come  out  of  the  tent  and  is  playing 
in  the  sand.  Nefa  is  a  little  Arabian  girl.  She  lives  in  the  desert. 
The  day  has  been  very  hot.  The  sun  has  shone  very  brightly.  The 
yellow  and  white  sand  has  glistened  in  the  sun.  Little  Nefa  has  been 
glad  to  stay  in  the  tent  all  day.  She  was  glad  to  be  away  from  the 
sun  and  its  heat. 

Little  Nefa  has  never  lived  in  a  house.  Her  only  home  is  a  tent. 
This  tent  is  made  by  sticking  poles  in  the  ground.  Cloth  is  stretched 
around  the  poles.  Nefa's  mother  wove  the  cloth  for  the  tent.  She 
wove  it  from  goat's  hair.  All  day  Nefa's  father  watches  a  flock  of 
goats.   He  takes  the  goats  where  they  can  find  grass  and  water. 

Date-palms  grow  all  about  the  tent.  Nefa  loves  these  trees.  Do 
they  not  give  her  food  every  day?  Has  not  her  father  made  poles  for 
the  tent  from  the  trunk  of  the  date-palm? 

There  is  a  spring  of  cool  water  near  the  tent.  Little  Nefa  thinks 
this  is  a  good  place  for  a  home. 


—  95  — 


Today,  Nefa 's  father  could  find  no  green  grass  for  the  goats  and 
camels.  There  is  very  little  water  in  the  spring.  Tomorrow  they 
must  hunt  a  new  home. 

It  is  very  beautiful  in  the  desert  tonight.  The  day  has  been  very 
hot;  but  the  night  is  cool.  The  stars  are  shining.  Sometimes  the 
mother  tells  Nefa  wonderful  stories  about  the  stars.  Tonight  she  can- 
not listen.  She  must  go  to  sleep  early.  In  the  morning  long  before 
daylight  they  must  be  going  to  a  new  home. 

Soon  the  family  are  fast  asleep  on  their  mats.  They  have  no 
beds.  A  curtain  is  stretched  across  the  middle  of  the  tent.  Nefa  and 
her  mother  sleep  in  one  part  of  the  tent.  Her  father  and  his  servants 
sleep  in  the  other  part.  Nefa's  father  has  heard  where  there  is  plenty 
of  grass.  He  has  heard  of  a  place  where  there  is  plenty  of  water.  It 
will  take  five  days  to  go  to  the  new  home. 

For  days  they  will  see  nothing  but  piles  of  sand  all  about  them. 
Sometimes  they  will  see  sharp  bare  rocks.  They  must  take  food  and 
water  for  the  journey. 

Early  the  next  morning  they  roll  the  tent.  Nefa  helps  to  pack 
the  food  in  bags.  They  have  made  these  bags  of  camel  skin  too.  The 
camels  kneel  down.  Nefa's  father  and  his  servants  strap  the  big  bags 
on  the  camel's  back. 

It  would  take  us  many  days  to  get  ready  to  go  to  a  new  home. 
It  takes  only  an  hour  for  this  Arabian  family  to  get  ready.  Little 
Nefa  is  not  sad  because  she  is  leaving  her  old  home.  She  has  moved 
many  times.  She  claps  her  hands.  She  scarcely  can  wait  for  the 
camel  to  kneel  down.  At  last  they  are  seated  on  the  camels.  They 
are  ready  for  their  long  journey. 

Normal  Instructor,  Sept.  '12. 

The  Eskimo. 

(What  would  be  the  approach  to  this,  study?) 
I.    The  Country. 

a.  Journey  to  Eskimo  Land. 

1.  How  go? 

2.  What  take  along? 

a.  Kinds  of  clothing. 

b.  Food. 

3.  Length  of  time  to  get  there.  $ 

b.  Appearance  of  the  Land.    Illustrate  by  sketches  on  the 
board  and  with  pictures. 

1.  Ice. 

2.  Snow. 

3.  Glaciers.    (How  make  concrete.) 

4.  Scanty  vegetation — why? 

c.  Day  and  Night. 

Contrast  the  country,  seasons,  climate,  and  day  and  night 
with  ours. 


—  96  — 


II.    The  People. 

a.  Personal  appearance. 

1.    Size,  complexion,  hair. 

b.  Dress. 

Have  children  determine  the  kind  of  clothing  needed. 

1.  Material. 

a.  How  secured?   By  whom? 

b.  Preparation  of.    By  whom?  (Pantomime.) 

2.  Two  suits — how  worn?    Often  ornamented — how? 

3.  Parts  of  clothing. 

a.  Shirt. 

b.  Trousers. 

c.  Hood. 

d.  Shoes. 

e.  Mittens. 

f.  Snow  shoes. 

4.  Needle  and  thread  used. 
Construction — Dress  Eskimo  Doll. 

c.  Homes. 

1.    Winter  house, 
a.  Igloo. 

1.  Material — Snow. 

2.  Blocks. 

a.  Size. 

b.  Shape. 

3.  Roof. 

4.  Windows. 
Appearance  of  Country. 

SUMMER — Grassy  meadows.  Icebergs  often  500  feet  high  break. 
Grass,  lichen,  trees,  sorrel  (used  for  kraut),  seaweed,  moss.  Sun  on 
the  ice,  snow,  rocks,  give  color. 

The  icebregs  usually  break  off  straight,  caused  by  sun. 

Greenland  is  nine  times  as  long  as  State  of  Illinois.  Land  level, 
rocks  covered  with  moss,  trees  and  flowers.  Trees  are  so  small  one 
can  be  held  in  the  hand.  They  are  5  or  6  inches  high  when  fifteen 
years  old. 

WINTER — Long  nights  begin  in  October  and  last  until  February. 
During  this  time  large  amounts  of  snow  fall.  All  is  darkness,  snow 
and  cold.  The  sun  appears  a  very  short  time  at  first.  Then  dark 
shadows.  Each  day  the  shadows  are  longer  until  by  the  last  of 
March  there  is  twelve  hours  day  and  twelve  hours  night.  May  to 
August  it  is  always  light  and  their  June  is  like  our  December. 

PEOPLE  APPEARANCES— People  are  called  Eskimos.  Do  not 
grow  to  be  very  large.  Their  face  is  a  broad  oval;  flat  cheeks,  fore- 
head not  high,  nose  very  flat,  teeth  good,  but  owing  to  the  food  they 
eat  are  soon  worn  to  the  gums;  eyes  small,  black  and  bright;  head 


—  97  — 


large  with  coarse  black  hair,  which  the  women  fasten  up  in  a  top 
knot  on  their  crown,  but  men  clip  in  front  and  allow  to  hang  loose 
uncombed  behind. 

DRESS  MATERIAL — Skins  of  seal,  reindeer,  bear,  dog,  fox. 
The  first  two  are  most  common.  Otters,  marten  and  eider  duck  also 
are  used.  The  men  and  women  dress  very  much  alike.  The  jacket 
has  a  hood,  which  in  cold  weather  is  drawn  over  the  head,  leaving  only 
the  face  exposed.  The  trousers  are  tight  or  loose,  fastened  into  the 
boots.  The  woman's  jacket  has  a  fur-lined  hood  for  carrying  a  child. 
The  boots  of  various  colored  leather  reach  over  the  knees.  In  winter 
two  suits  are  worn,  one  with  hair  inside,  one  with  hair  outside.  Some- 
times they  wear  skirts  of  bird  skins  and  stockings  of  dog  or  young 
reindeer  skins.  If  the  boots  are  wet  they  must  be  changed  or  the 
feet  will  freeze. 

Their  clothes  are  neatly  made  and  fit  beautifully.  They  are  sewed 
with  a  bone  needle  and  sinew  thread. 

BABIES'  SUITS— For  the  first  few  months  baby  is  buried  in 
feathers,  with  no  clothing.  The  first  suit  has  2  pieces ;  a  hooded  coat, 
and  trousers  and  boots  in  one.  The  fur  is  on  the  outside.  It  reaches 
from  the  waist,  where  the  draw  string  is  placed,  to  the  ankles.  The 
boots  have  fur  on  the  inside  and  are  sewed  to  the  trousers.  The  hood 
is  put  on  over  the  head.   Fur  around  the  face  keeps  the  frost  out. 

HABITS — Long  dark  winter  evenings  spent  in  training  their 
dogs,  making  weapons  and  enjoying  themselves.  They  seldom  go 
far  from  home  during  winter,  only  when  food  is  needed.  When  spring 
comes  they  start  on  long  hunting  trips. 

Wood  is  scarce.  When  driftwood  is  found  a  stone  is  placed  on 
it.   No  one  will  touch  it  then. 

They  used  to  rub  noses  as  a  form  of  greeting,  but  not  now.  They 
are  close  observers  of  the  stars.  Babies  are  washed  by  being  licked 
with  their  mother's  tongue,  then  placed  in  a  bag  of  feathers,  which  is 
cradle,  bed  and  blankets. 

Water  is  scarce  and  oil  is  too  valuable  to  use  for  melting  snow, 
therefore  filthy.  Have  no  will  of  their  own,  but  have  very  interesting 
folk-lore.  They  are  generous,  hospitable,  cheerful,  merry,  light- 
hearted,  fond  of  music,  and  skilful. 

RELIGION — Very  superstitious  .  They  believe  in  demons  which 
rule  over  riches  of  the  sea.    There  are  some  Christians. 

HOME — It  is  dome-shaped,  built  of  stone,  chinked  with  turf 
which  grows  over  and  hides  the  stones.  Stone  are  very  scarce  and  a 
house  is  very  valuable.  A  bank  is  used  for  the  back  wall.  The  roof 
is  of  skins  which  admit  some  light.  House  12-12  in  diameter.  An 
earth  shelf  around  the  room  is  the  bed.  A  curtain  is  around  each 
bed.    If  the  owner  dies  the  house  is  deserted.    This  house  is  lived 


—  98  — 


in  during  the  long  dark  winter.  Four  to  six  families  live  in  one 
house.  The  air  is  very  foul.  Skins  are  used  for  doors  and  windows. 
The  dogs  sleep  on  the  roof. 

SPRING  HOME — It  is  dome-shaped  and  built  of  snow  and  ice 
blocks.  This  is  covered  with  snow  pressed  firmly  into  cracks.  The 
door-way  is  near  the  floor  and  a  block  of  ice  serves  for  the  door. 
Above  the  door  is  a  little  round  hole  for  a  window.  They  have  no 
glass,  but  use  the  thin  inside  skin  of  a  seal.  A  long  low  passageway 
leads  from  the  door.  One  must  enter  on  hands  and  knees.  This 
house  is  called  an  igloo.  A  narrow  platform  of  ice  built  around  the 
room  is  covered  with  soft,  warm  skins  and  used  for  a  bed. 

It  takes  about  30  minutes  to  built  this  house,  and  is  used  on 
hunting  trips  like  our  tents  are  by  us. 

The  dogs  sleep  in  the  entrance. 

SUMMER  HOME— The  frame  is  of  long  bones  of  a  walrus  cov- 
ered with  skins.  It  is  cone-shaped.  It  is  used  on  hunting  trips  and 
can  be  easily  folded  and  carried  on  a  sledge.  All  homes  are  near  the 
sea  shore. 

LAMP — A  shallow  stone  dish.  On  the  center  is  heaped  blubber. 
Across  the  front  edge  is  placed  dried  moss.  The  moss  is  the  wick  and 
the  fat  melts  and  the  moss  absorbs  it.  It  is  lighted  by  steel  and  flint. 
It  is  the  only  light  and  heat  in  an  Eskimo  home,  and  so  the  need  of  a 
lamp  is  great.  Over  the  lamp  is  suspended  a  pot  of  stone  in  which 
the  cooking  is  done. 

FOOD — Very  scarce ;  berries,  sea  weeds,  roots.  These  people  have 
neither  chairs  nor  tables.  Meals  are  never  prepared.  In  cold  weather 
slices  of  meat  are  cut  off  and  steeped  in  water.  They  bury  meat  in 
the  snow  where  it  keeps  for  some  time.  They  are  fond  of  fat.  They 
are  enormous  eaters.  They  use  little  or  no  salt.  They  must  have  fat 
for  warmth. 

OCCUPATIONS— Hunting  and  Fishing.  Solely  hunters  and 
fishers.  Animals,  seals,  are  valuable  for  (a)  oil  for  lamps,  (b)  flesh 
for  food,  (c)  skin  for  clothing.  Reindeer,  polar  bear,  are  captured 
for  meat  and  skins.   The  walrus  is  of  value  for  oils,  hide  an  tusks. 

DOMESTIC  ANIMALS— Dog  is  the  beast  of  burden  for  the 
Eskimo.   Belongs  to  the  wolf  family  and  is  very  wild. 

BIRDS — Birds  are  valuable,  for  the  down  is  used  for  comforts 
and  the  flesh  is  eaten. 

WEAPONS  AND  TOOLS— Harpoon  is  a  spear  used  in  killing 
whales,  bird  spears,  etc.  Clever  at  making  tools — many  use  the  bow 
and  arrow. 

TRAVEL — Canoe — covered  with  sealskin  stretched  on  a  frame. 
Sledge — drawn  by  4  to  8  dogs — 2  runners,  made  wholly  of  bone  and 
leather. 


—  99  — 


Bibliography. 

1.  Children  of  the  Cold — Schwatka,  Library. 

2.  The  Snow  Baby — Josephine  Peary. 

3.  The  Little  People  of  the  Snow— Muller. 

4.  Around  the  World  with  the  Children — Carpenter. 

5.  Primary  education,  January,  1916,  page  31. 
Sand  table  patterns,  page  42,  also  page  49. 

6.  Normal  Instructor,  January,  1915. 
Patterns  of  Polar  Bear,  page  18. 

Little  stories  for  reading  and  reproduction,  18. 

Reading  and  handwork  lesson  on  the  Eskimo,  19. 

Sand  table  pattern  of  seal,  Eider  duck,  walrus,  and  Eskimo 

dog,  page  20. 

7.  Normal  Instructor,  January,  1914,  pages  323,  33,  38. 

8.  Meisner's  Song  Book,  The  Eskimo  Song. 
Eleanor  Smith — The  Happy  Little  Eskimo. 

9.  Practical  School  Journal — December,  1913. 

10.    Wide  World — Anon  (Book  for  Children)  Library. 

13.  Normal  Instructor — January,  1918. 
12.    Children  of  the  Northland. 

33.    Third  Reader,  pages  96-104. 

14.  History  Stories  of  Other  Lands — Book  One. 

The  Boy  Nelson  (45  copies  at  Library,  Supplementary  for 
Grade  III.) 


HISTORY. 

GRADE  IV. 

The  work  is  based  on : 

Viking  Tales— Hall. 

Story  of  Greek  People — Tappan. 

Story  of  Roman  People — Tappan. 

September : — Vikings. 

October: — Complete  Vikings,  2  weeks. 

History  of  Greece — Topics  I  II,  2  weeks. 
November: — Topics  III-IV-V. 
December : — Topics :  VI-VII. 
January: — Topics  VIII-IX.  Review. 
February: — History  of  Romans.    Topics  III. 
March :— Topics  III  IV. 
April : — Topics  V-VI.   Begin  VII. 
May :— Complete  VII-VIII. 
June: — Topic  TX.  Review. 


—  100  — 


DETAILED  OUTLINE. 

The  types  of  peoples  studied  in  the  preceding  grades  are  such  as 
are  immediately  and  directly  dependent  on  nature  for  a  livelihood. 

For  the  work  in  the  beginning  of  grade  four  we  shall  study  a 
type  of  people  who  obtained  the  necessities  of  life  largely  through 
their  own  efforts  in  planning  and  laboring  in  accordance  with  the 
laws  of  nature. 

As  an  introduction  to  the  study  of  the  vikings  make  a  brief  study 
of  the  country  of  Norway.  Take  the  children  on  an  imaginary  journey 
co  the  country  and  have  them  get  definite  ideas  of  the  ruggedness  of 
the  country,  its  mountains,  waterfalls,  rocky  coast  and  many  fiords. 
The  physiographic  and  climatic  controls  should  be  emphasized  in  re- 
lation to  their  influence  on  the  mode  of  life  of  the  people. 

This  includes  a  study  of  their  ships,  weapons,  homes  and  occu- 
pations. 

The  Vikings. 

I.  The  people. 

1.  Appearance. 

2.  Habits. 

3.  Characteristics. 

II.  Homes. 

1.  Buildings  comprising  homes. 

2.  Size. 

3.  Feast  hall. 

III.  Occupations. 

1.  Fishing. 

2.  Trading. 

3.  Adventure.  Voyage,  vessels  used.   Voyage  to  America. 

IV.  Relics  of  the  Vikings. 

1.  Articles. 

2.  Runes. 

3.  Sagas. 

V.  Religion. 

1.  Gods  and  Goddesses.   Woden,  Thor,  Freya. 

2.  Christian  religion. 

VI.  Skalds. 

1.   Poets  and  story  tellers. 

VII.  Vikings  in  England. 

This  is  the  stuff  that  appeals  to  boys  but  you  must  put  the 
life  into  it.   Leave  it  unadorned  in  ruggedness  and  you  will 
get  a  sturdy  response. 
The  remainder  of  the  fourth  year  is  given  to  the  study  of  the 
Greeks  and  the  Romans.    Get  the  children  to  live  with  the  Greeks 
and  the  Romans  and  to  absorb  some  of  their  spirit  as  reflected  in  the 
lives  of  their  great  heroes,  their  literature,  and  art.   It  is  not  the  in 


—  101  — 


tention  to  attempt  to  make  a  systematic  study  of  the  history  of  Greece 
and  Rome.  Only  such  topics  are  emphasized  as  help  to  develop  con- 
crete notions  of  how  these  people  really  lived,  or  which  present  the 
great  characters,  and  incidents  of  the  ancient  world  which  have  be- 
come a  part  of  the  heritage  of  all  mankind. 

Study  the  geographic  background  of  the  people  studied.  Get 
the  geographic  conditions  and  trace  the  influence  of  these  on  the  de- 
velopment of  the  various  phases  of  life. 

Use  pictures,  diagrams,  models,  maps,  sand  board,  and  such  other 
helps  as  will  give  zest  to  the  work. 

Make  comparisons  and  contrasts  with  the  social  and  civic  life 
of  the  child. 

An  outline  is  given  below  consisting  of  the  major  topics  and  their 
subordinates  which  will  serve  as  a  basis  for  the  stories  on  the  history 
of  Greece.  The  teacher  will  proceed  to  make  outlines  in  a  similar 
manner  for  the  major  topics  given  to  serve  as  a  basis  for  the  stories 
on  the  history  of  Rome. 

History  of  Greece. 

L   Geographic  Background. 

Geography  of  Greece.    Location,  form,  size,  relief,  climate. 

Trace  significance  of  these  in  relation  to  Greek  life. 
II.   Myths  of  Ancient  Greece. 
IIL    Early  Greek  Life. 

1.  House  of  a  prince;  treasures;  weapons. 

2.  Food ;  banquet ;  bard. 

3.  Education  of  the  youth. 

4.  Olympic  games ;  truce ;  celebration ;  chariot  race ;  victor's 

honors ;  influence  of  games. 

5.  Religion;  oracles;  amphictyonies. 

6.  Bonds  uniting  the  Greeks. 

IV.  Rise  of  the  Greeks. 

1.  Lycurgus. 

2.  Education  of  the  Spartan  youth. 

3.  Spartan  ideals. 

4.  Solon. 

a.  Decrees. 

b.  Reforms. 

c.  Laws  against  extravagances. 

d.  Dissatisfaction  of  the  people. 

5.  Why  the  Greeks  founded  colonies. 

a.  Freedom. 

b.  Opportunities.  . 

c.  Desire  for  riches  and  adventure. 

V.  The  Persian  Wars. 

1.    Croesus  and  the  Greek  colonies  of  Asia  Minor. 


—  102  — 


2.    Burning  of  Sardis. 
a.    King  Darius. 

VI.  a.    The  First  Persian  Expedition. 

1.  Messengers  who  asked  for  "earth  and  water." 

2.  Result  of  Invasion. 

B.    Second  Persian  Expedition. 

1.  Battle  of  Marathon. 

2.  Miltiades. 

3.  Result. 

c.    Great  Persian  Invasion. 

1.  Herdes  and  his  army. 

2.  Leonidas  at  Thermopylae. 

3.  Themistocles  at  Salamis. 

4.  Final  defeat  of  Persians  at  Plataea. 

VII.  The  Age  of  Pericles. 

1.  Influence  of  Pericles. 

2.  Public  Buildings  of  the  Acropolis. 

3.  Sculpture  and  Paintings. 

4.  Prosperity. 

5.  Education  of  the  youth.  ''Athenian  oath,"  page  29  Wood- 

Woodburn  and  Moran  Introduction  to  American  His- 
tory. 

6.  Amusements. 

7.  Interest  in  drama,  history,  oratory. 

8.  Home  life.   House,  dress,  food,  slaves,  manners,  customs. 

VIII.  Decline  of  Greece. 

1.  Disunion  among  the  Greeks. 

2.  Peloponnesian  war  and  results. 

3.  Philip  of  Macedonia. 

4.  Demosthenes. 

IX.  Alexander  the  Great. 

1.  His  youth.  Aristotle. 

2.  His  character. 

3.  His  exploits. 

4.  The  breaking  up  of  the  empire. 

5.  What  Greece  did  for  he  world. 

History  of  Rome. 

I.  Geographical  background. 
Geography  of  Italy. 

II.  Rome  as  a  kingdom. 
Legions  of  early  Rome. 

III.  Rome  as  a  republic. 
Tarquinius. 

Plebians  and  Patricians. 

IV.  How  Rome  became  ruler  of  Italy 


—  103  — 


Wars  with  her  neighbors. 

Final  success  and  how  they  held  the  conquered  territory. 

V.  Early  Koinan  life. 
Simplicity. 
Home  Life. 
Religion. 

Education  of  Roman  youth. 
Customs. 

Romans  as  builders. 
Colonies. 

VI.  How  Rome  became  mistress  of  the  world. 
The  struggle  with  Carthage. 

The  conquest  of  he  East. 

What  the  Romans  learned  from  the  Greeks. 

VII.  Decline  of  he  Roman  republic. 
The  beginning  of  the  decline. 

Efforts  at  reform  and  beginnings  of  civil  strife. 

The  Gracchi ;  Marius. 

The  rule  of  Sulla. 

Pompey  and  Caesar. 

What  Caesar  accomplished. 

His  death. 

VIII.  Rome  as  an  empire. 
Reign  of  Augustus. 

Life  in  the  Augustian  Age. 

IX.  Empire  after  Augustus. 

Spread  of  Roman  language  and  law. 
Growth  of  Chrisianity. 
Extent  of  Empire. 
Division  of  the  Empire. 

What  civilization  inherited  from  the  Romans. 
GRADE  V. 

During  the  first  quarter  make  a  review  of  the  work  covered  in 
Grade  IV. 

1.  A  study  of  the  Egyptians,  Hebrews,  Phoenicians,  Chaldeans, 
and  Persians,  and  their  influence  upon  civilization. 

2.  Geographic  background  for  study  of  the  history  of  Greece. 

3.  Rise  of  the  Greeks. 

4.  The  Persian  Wars. 

5.  Greek  Life  at  the  time  of  Pericles. 

6.  Decline  of  Greece  and  rise  of  Macedonia. 

Place  emphasis  on  a  few  great  characters — Aristides,  Socrates, 
Pericles,  Solon,  Demosthenes  and  Alexander. 


—  104  — 


History  of  Rome. 
DETAILED  OUTLINE. 

1.  Geographic  background. 

2.  Rome  as  a  kingdom. 

3.  How  Rome  became  ruler  of  Italy. 

4.  Early  Roman  life. 

5.  How  Rome  became  mistress  of  the  world. 

6.  Decline  of  the  Roman  republic. 

7.  Rome  as  an  empire. 

8.  Empire  after  Augustus. 

Place  emphasis  on  a  few  great  characters — Horatius,  Cincin- 
natus,  Caesar,  Augustus,  and  Constantine.  Dramatize:  Live  again 
the  life  of  the  various  ages.  Pay  especial  attention  to  habits  of  con- 
duct, traits  of  character,  and  social  ethics  of  the  times. 

I.  Last  Days  of  the  Roman  Empire. 

Growing  weakness;  invasion  of  the  Empire  by  barbarian 
tribes. 

II.  The  Germans. 

1.    Description  and  location  of  the  Germanic  Tribes. 

b.  How  they  lived. 

a.    Personal  characteristics. 

c.  Their  homes;  food;  clothing;  occupations;  laws  and 
customs;  religion. 

III.  Invasion  of  the  Roman  Empire. 

1.  The  Huns  set  the  Germans  in  motion, 
a.    The  battle  of  Andrionople. 

2.  Alaric  and  the  Goths. 

3.  Clovis  and  the  Franks. 

4.  Invasion  of  Britain  by  the  Angles  and  Saxons. 

IV.  Effect  on  Roman  civilization. 

1.  The  Dark  Ages. 

2.  Spread  of  Christianity. 

a.  St.  Augustine. 

b.  Missionaries. 

c.  Monasteries. 

d.  Cathedrals. 

e.  The  work  of  Charlemagne. 

V.  King  Alfred  and  England. 

1.  Alfred  the  Man. 

2.  Alfred 's  Laws. 

3.  Alfred's  learning. 

4.  What  the  English  speaking  people  owe  to  Alfred. 

VI.  The  Danish  Invasion. 

1.  The  battle  of  Wedmore. 

2.  Ethelred  the  Unready. 

3.  Canute. 


—  105  — 


VII.  The  Northman  in  America. 

1.  Vikings. 

2.  Leif  the  Lucky. 

VIII.  The  Norman  Conquest. 

1.  The  Northmen. 

a.  Their  attacks  on  France. 

b.  Normandy,  a  great  Viking  Settlement. 

c.  Rollo. 

2.  William  of  Normandy  Conquers  England. 

a.  The  Norman  Rule. 

b.  King  William's  Laws. 

c.  What  the  Normans  did  for  England. 

IX.  English  People's  Struggles  for  Liberty. 

1.  King  Richard  the  Lion-hearted. 

2.  King  John  and  the  Great  Charter. 

3.  Rebellion  against  Henry  the  Third. 

a.  Simon  de  Montfort. 

b.  House  of  Commons. 

c.  Representative  Government. 

d.  Parliament. 

X.  Connect  English  Ideals  of  Liberty  with  America. 

GRADE  VI. 

I.    English  Life  during  the  Middle  Ages. 

1.  Social  Life. 

a.  City  an  important  factor  in  civilization.  Center  of 
education,  trade. 

b.  Villages.  Unsanitary  conditions.  Home  industries. 
Gilds,  Feudalism. 

c.  The  Castle  and  Knighthood.  Amusements  of  the 
lords. 

d.  Chivalry.  The  knight;  his  education,  armor,  what  he 
did,  regard  for  women;  ideals  of  a  true  knight.  The 
tournament. 

2.  Religious  life — Pilgrims  and  Crusaders. 

a.  Custom  of  the  Christians  to  visit  the  Holy  Land. 

b.  The  conquest  of  Jerusalem  by  the  Turks;  profanation 
of  holy  places ;  treatment  of  pilgrims. 

c.  Pope  Urban  and  the  preaching  of  the  first  Crusade. 

d.  Peter  the  Hermit,  and  Walter  the  Penniless. 

e.  The  third  Crusade. 

f.  The  children's  Crusade. 

g.  Results  of  the  Crusades. 

Chivalry,  Knight-hood,  Honor,  Glory.  How  the  boys  will 
revel  in  it  all  and  the  girls  look  on  with  embarrassing 
encouragement.    The  leaders  of  tomorrow  are  they  who 


—  106  — 


know  of  the  leaders  of  the  past,  those  who  can  grasp 
social  situations  and  respond  with  prompt  action. 

II.  The  Renaissance. 

1.  The  revival  of  interest  in  literature. 

2.  Invention  of  printing. 

3.  Revival  of  interest  in  painting  and  sculpture. 

a.  Michael  Angelo. 

b.  Leonardo  de  Vinci. 

c.  Raphael. 

III.  The  Age  of  Geographical  Discovery. 

1.  The  Northmen. 

2.  Marco  Polo's  Travels. 

3.  Prince  Henry  the  Navigator. 

4.  Trade  with  the  East. 

5.  Fall  of  Constantinople.  Results. 

6.  Dread  of  the  Sea. 

7.  Explorations  by  the  Portuguese. 

IV.  Columbus  Seeks  a  New  Route  to  India. 
1.  Columbus. 

a.  His  life. 

b.  His  voyage. 

c.  Results. 

V.  Successors  to  Columbus. 

1.  Cabot. 

2.  Vespucius. 

3.  Balboa. 

4.  Magellan. 

5.  Cartier. 

VI.  Beginnings  of  Conquest. 

1.    Spanish  Conquerors  and  Explorers. 

a.  Cortez. 

b.  De  Soto. 

c.  De  Leon. 

d.  Coronado. 

VII.  England  as  a  Rival  of  Spain. 

1.    Growth  of  English  power  in  the  Days  of  Elizabeth. 

a.  Raleigh. 

b.  Hawkins. 

c.  Drake. 

VIII.  France  as  a  Rival  of  Spain. 

1.  Wars  in  Europe. 

2.  French  settlements  in  America. 

a.  Huguenots.  Coligny. 

b.  Port  Royal. 

c.  Fort  Caroline. 

d.  De  Gourgues. 


—  107  — 


IX.  Dutch  fight  against  their  Ruler,  the  King  of  Spain. 

1.  King  Charles. 

2.  King  Philip  II. 

3.  William  of  Orange. 

4.  English  assist  Holland. 

5.  The  Invincible  Armada. 

6.  Importance  of  the  Defeat  of  Spain. 

X.  Early  attempts  of  the  English  to  found  colonies  in  America. 

1.  Gilbert. 

2.  Raleigh. 


HISTORY. 

Based  on  Woodburn  and  Moran's  Elementary  American  History 
and  Government — Longmans. 

Much  of  the  history  found  in  our  textbooks  never  functions  in 
the  lives  of  our  citizens.  There  are  entirely  too  many  unimportant 
events  briefly  and  disconnectedly  outlined.  What  we  need  is  to  em- 
phasize the  important  events,  making  them  big  and  rich  in  content 
and  connected  up  with  American  life  of  today,  so  that  they  will  func- 
tion in  good  citizenship.  This  is  the  history  that  will  interest  the 
pupil  and  consequently  remain  with  him  to  aid  him  as  voter  and  citi- 
zen to  reach  the  right  conclusions  on  the  many  questions  of  politics 
and  government  that  are  constantly  confronting  him. 

The  work  of  the  Seventh  Grade  is  to  begin  with  the  colonies 
established  in  New  England,  the  middle  states,  and  the  south.  Be- 
fore taking  up  the  7B  work  it  will  be  well  to  spend  two  or  three  les- 
sons on  what  caused  these  people  to  come  on  this  long  trip  to  build 
their  homes  in  this  wilderness. 

Use  the  topic  method  in  this  work.  Maps,  graphs,  and  pictures 
are  valuable  aids  in  getting  clear  cut  mental  pictures. 

— 7B— 

Based  on  Woodburn  and  Moran's  Elementary  American  History 
and  Government — Pages  1-144. 

— 7A— 

Based  on  Woodburn  and  Moran's  Elementary  American  History 
and  Government — Pages  145-289. 

In  discussing  battles  in  the  wars  we  have  engaged  in,  it  matters 
little  when  or  where  the  engagements  occurred,  or  who  the  generals 
were,  or  how  many  men  were  engaged.  Throw  the  emphasis  on  the 
spirit  or  state  of  mind  or  the  cause  for  which  they  were  fighting,  and 
finally  on  the  effects  of  the  battle  on  the  troops,  on  the  home-people, 
and  on  our  antagonists.   Compare  the  small  force  and  the  wealth  we 


—  108  — 


had  in  the  War  of  the  Revolution  and  the  number  of  enemy  soldiers 
and  their  backing  with  our  great  resources  in  men  and  capital  now. 

—SB- 
Based  on  Woodburn  and  Moran's  Elementary  American  History 
and  Government — Pages  290-517. 

It  is  understood,  of  course,  that  every  one  of  the  important  topics 
is  to  be  treated  not  only  from  the  historical  standpoint,  but  also  from 
a  vital  functioning  viewpoint  in  the  affairs  of  the  world  today.  For 
instance,  it  matters  little  who  first  brought  families  and  goods  up  or 
down  a  river,  but  it  is  tremendously  important  now  that  raw  material, 
manufactured  articles,  and  people  be  transported  quickly  and  cheaply 
for  long  distances  as  well  as  short  ones. 
Discuss  in  this  broad  way: 

Commerce,  Tariff  and  Free  Trade.  Money.  Employer  and  Em- 
ployee. Unions.  Panics.  Corporations  and  Trusts.  Wages.  Home- 
life.  Health  and  Sanitation.  Pure  Food  and  Price  Control.  Mining. 
Agriculture  .  Factories  and  Foundries.  Again  take  up  inventions 
and  discuss  Samuel  Slater's  cotton  spinning  machine,  Cyrus  McCor- 
mick's  reaper,  Elias  Howe's  sewing  machine,  Henry  Ford's  automo 
bile,  and  the  Wright  Brother's  flying  machine. 

Monroe  Doctrine.  The  Oregon  Country.  Settlement  of  the  West. 
Purchase  of  Alaska.  Immigration.  Laying  of  Atlantic  Cable.  Se 
cession.  Fort  Sumpter.  Bull  Run.  Trent  Affair.  The  Blockade. 
Peninsular  Campaign.  Robert  E.  Lee.  Forts  Henry  and  Donelson. 
Shiloh.  U.  S.  Grant.  Merimac  and  Monitor.  Antietam.  Fredericks- 
burg. Emancipation.  Chancellorville.  Gettysburg.  Vicksburg. 
Chickamauga.  The  Wilderness  Campaign.  Atlanta  and  Sherman's 
March  to  the  Sea.  End  of  the  War.  Assassination  of  Lincoln.  Re- 
construction. Constitutional  Amendments.  Centralization  of  Govern- 
ment. Discuss  the  development  of  machinery  and  its  far-reaching  ef- 
fects. Growth  of  population.  Education.  Charities.  Postal  service. 
Conservation.    Suffrage.  Taxation. 

List  of  Books  for  Use  of  Pupils. 

In  addition  to  the  books  on  the  lives  of  the  great  Americans  sug- 
gested throughout  the  course  above,  the  following  will  be  found 
useful : 

Hart: — " Source  Book  of  American  History." 
Fisk: — "The  American  Revolution." 
Elson: — "Side  Lights  on  American  History." 
Tappan: — "Our  Country's  Story." 
Baker: — "Boy's  Book  of  Inventions." 
Perry : — ' 1  Four  American  Inventors. ' ' 
Williams: — "Romance  of  Modern  Locomotion." 
Custer: — "Tenting  on  the  Plains." 
Abbott:— "Blue  Jackets  of  '98." 


—  109  — 


Jones:— "Life  of  Edison." 

Wright:— 'Stories  of  American  Progress." 

Bolton: — ''Famous  Americans." 

Parkman:— "Oregon  Trail." 

Raymond: — "Peter  Cooper." 

Drake:— "Making  of  the  Great  West." 

Mowry: — "American  Inventors  and  Inventions." 

Humphrey: — "Woman  in  American  History." 


COMMUNITY  CIVICS. 

Based  on  Nida 's  City,  State  and  Nation — Macmillan. 
— 8A— 

The  primary  aim  of  this  course  is  to  arouse  in  the  pupils  of  the 
school  an  interest  in,  and  a  knowledge  of,  the  duties  they  and  all  tho 
rest  of  us  owe  our  city,  state  and  nation.  The  accomplishment  of  this 
high  ideal  will  require  genuine  patriotic  and  community-loving  spirit 
on  the  part  of  the  teacher,  and  a  wise  handling  of  the  pupils  and  the 
material.  If  we  can  get  the  children  to  feel  that  they  can  be  of  vital 
use  in  the  betterment  of  the  community  and  the  welfare  of  the  state 
and  nation,  we  have  struck  a  responsive  chord  in  them  which  will 
greatly  aid  in  our  task.  Here  are  a  few  ways  in  which  they  can  be 
of  great  aid : 

By  obeying  the  law  in  regard  to  non-molestation  of  property,  by 
respecting  the  sacredness  of  the  rights  of  others,  by  holding  city 
ordinances  inviolable,  by  keeping  clean  morally,  physically,  and 
spiritually;  by  enjoying  life  but  avoiding  cruelty  and  over-indulgence, 
by  attending  school  regularly,  by  agitating  and  taking  part  in  all 
community  work  that  is  for  its  good  or  that  of  our  country. 

The  schoolroom  work  can  be  greatly  enriched  and  made  interest  • 
ing  by  class,  group,  and  individual  visitation  and  inquiry  at  the  vari- 
ous city,  county,  and  state  offices ;  such  as  that  of  Health,  Water,  City 
Engineering,  Garbage,  Street,  Overseer  of  the  Poor,  Market  and 
Weighmaster,  Superintendent  of  Highways,  County  Superintendent 
of  Schools,  Public  Library,  Fire,  Police,  County  Clerk,  City  Clerk, 
Treasurers,  Mayor,  Sheriff,  State's  Attorney,  Recorder  of  Deeds, 
Custodian  of  the  St.  Clair  County  Historical  Museum,  and  all  of  the 
courts,  from  the  lowest  to  the  highest;  also  the  Board  of  Supervisors, 
the  different  civic  clubs,  and  public-spirited  citizens. 

The  results  of  these  visits  and  investigations  can  be  further  vital- 
ized by  organizing  the  class  for  the  time  being  into  a  city  council, 
electric  light  company,  a  hospital  board,  or  any  other  organization  to 
suit  the  needs  of  the  studies  just  previously  made. 

Interest  is  further  aroused  by  taking  up  in  class  daily,  for  5  or 
10  minutes,  the  current  events  pertaining  to  public  welfare,  not  only 


—  110  — 


of  our  own  community,  but  that  of  the  state  and  of  the  nation.  Other 
ways  of  creating  an  interest  will  readily  come  to  the  teacher's  mind. 

Do  not  hurry  over  the  work.  This  does  not  mean  that  the  work 
is  to  drag  along.  What  cannot  be  done  well  is  best  left  undone. 
Knowledge  and  interest  in  civic  affairs  are  the  goal,  not  the  mere 
memorizing  or  filling  of  heads  with  governmental  facts — no  matter 
how  important  the  facts  are. 

Spend  twelve  weeks  in  Nida's  City,  State  and  Nation,  on  the 
City,  four  on  the  County  and  the  State  Governments,  and  four  on  the 
National  Government.  A  few  valuable  reference  books  are:  Dunn's 
"The  Community  and  the  Citizen";  Forman's  "Essentials  in  Civil 
Government"  (Illinois  Hdition)  ;  Hill's  "Lessons  for  Junior  Citizens" : 
Dole's  "American  Citizen";  Dole's  "Young  Citizen";  Clark's  "Gov- 
ernment";  Macy's  "Our  Government";  James  and  Sanford's  "Our 
Government";  Willoughby's  "Rights  and  Duties  of  American  Citi- 
zenship"; Lapps'  "Our  America." 

Maps,  charts,  pictures,  blackbord  drawing  and  graphs,  especially 
the  latter,  are  valuable  aids  in  getting  quick,  clear-cut  mental  pic- 
tures of  valuable  points.  Make  the  work  as  objective  as  possible. 
Many  a  dry  and  difficult  fact  may  be  easily  vitalized  and  made  clear 
by  a  simple  graph,  readily  constructed  by  the  teacher,  the  class  or 
a  pupil. 

Emphasize  the  topics  starred  (*).  Each  subject  is  to  be  hitched- 
up-to  present  day  problems. 

The  City,  a  Problem;  City  Planing  *City  Health;  *The  City 
Water ;  *Drainage  and  Sewage ;  ^Disposal  of  Garbage  and  Rubbish ; 
Street  Cleaning ;  Housing ;  *Caring  for  the  Poor ;  Municipal  Markets ; 
Smoke  and  Noise  Abatement;  Freight  Terminals;  *City  Transporta 
tion;  Public  Highways;  The  City  Beautiful;  Public  Recreation; 
Schools;  *The  Public  Library;  Fire  Fighting;  *Fire  Protection; 
*Taxes ;  Government ;  *City  Government ;  New  Forms  of  City  Gov- 
ernment ;  Hereditary  Types  of  Local  Government;  *County  Govern- 
ment; State  and  County  Prisons;  #Charity  Work  and  Institutions; 
Commissioners  and  County  Roads. 

*State  Government ;  #The  Voters ;  *Elections. 
The  National  Government: 
*1.    The  Central  Government. 
#2.  Congress. 
3.    National  Courts. 
*4.    The  Presidency. 

5.  The  State  Department. 

6.  The  Treasury  Department. 
*7.    The  Post  Office  Department. 
*8.    The  War  Department. 

9.    Other  Cabinet  Departments. 
*10.    Political  Parties. 
•11.  Naturalization. 


—  Ill  — 


ELEMENTARY  GENERAL  SCIENCE. 

A  Statement  of  Principles. 

iSie  course  in  Elementary  General  Science  should  show  how  care- 
ful thought  and  orderly  planning  can  make  the  world  a  fit  place  to 
live  in.  It  should  show  what  the  fundamental  primitive  conditions  of 
life  have  been  and  how  these  have  been  and  are  being  improved  by 
the  knowledge  of  the  relationships  of  matter  and  energy.  It  is  thus, 
a  fine  means  of  combining  History,  Nature  Study,  and  the  Science  of 
the  Manual  and  Mechanical  Arts.  Through  all  must  run  that  regard 
for  symmetry  and  order  which  will  relieve  work  of  its  drudgery 
through  the  influence  of  art. 

It  opens  the  way  for  exacting  study,  for  careful  weighing,  for  de- 
liberate choice  and  for  that  inspiration,  through  such  a  wise  interpre 
tation  of  life,  as  will  result  in  the  construction  of  a  sane  manhood 
and  womanhood. 

A  Statement  of  Methods  of  Teaching. 

Elementary  Science  to  be  worth  the  while  must  be  taught  ex- 
perimentally. And  this  means,  with  first  hand  knowledge  to  the 
child. 

He  must  ask  questions  of  nature  and  find  his  answers  in  habitat, 
adaptation  and  control. 

He  must  ascertain  constantly  what  were  the  conditions?  How 
were  they  overcome  ?  But  he  must  never  be  permitted  to  overlook  the 
question,  what  would  I  have  done  ? 

To  find  out  how  a  thing  is  done,  how  it  is  run  is  second  hand 
knowledge.  To  do,  to  run,  to  adjust,  is  first  hand  knoweldge.  Science,, 
like  art,  to  be  worth  anything,  must  be  first  hand. 

GRADE  IV. 

September: — Autumn  Weeds  and  Flowers. 

October: — Trees,  Birds.  Give  greater  part  of  time  to  study  of 
trees. 

November: — Bees,  Ants. 
December: — Winter  Sky. 
January: — Fur  Bearers.  Review. 
February: — Sun,  Moon;  Water  Forms. 

March: — Housefly,  Mosquito;  Trees|  Give  greater  part  of  time 
to  study  of  insects. 

April : — Spring  Weeds  and  Flowers,  Birds.  Give  greater  part  of 
time  to  study  of  birds. 

May : — Moths,  Butterflies ;  Clouds,  Storms,  Lightning. 

June : — Fishes.  Review. 

In  the  study  of  the  various  phenomena  of  nature  constituting 
the  child's  environment  it  is  the  aim  to  familiarize  him  with  his  sur- 
roundings and  at  the  same  time  give  him  a  deeper  insight  and  ap- 


—  112  — 


preciation  as  to  their  significance.  Things  which  heretofore  have 
been  accepted  by  him  as  matter  of  fact  will  have  a  deeper  meaning  to 
him  if  he  discovers  some  of  these  facts  through  his  own  investigation 
and  study.  In  the  study  of  the  plant  life  about  him  he  should  learn 
to  name  the  things  he  sees;  their  relation  to  the  needs  of  man;  their 
economic  importance  that  will  lead  him  to  practice  and  control  them 
for  the  good  of  mankind. 

He  should  learn  how  to  identify  some  of  the  common  varieties 
of  trees  by  one  or  more  of  their  characteristics — their  shape,  branch- 
ing, bark,  leaves,  fruit.  He  should  know  something  of  their  values 
from  the  esthetic  and  economic  standpoint;  and  the  necessities  of 
their  growth,  protection,  and  control. 

Trees: — Forest  trees,  fruit  trees,  shade  trees. 

Among  the  forest  trees  to  be  studied  are  oaks,  — red,  white,  pin, 
bur;  elm;  willow;  birch;  mulberry;  sassafras;  persimmon;  redbud; 
maple;  dogwood;  walnut;  hickory;  pecan  and  box  elder. 

Fruit  trees: — Apple,  pear,  quince,  peach,  plum,  apricot,  cherry, 
damson,  green  gage. 

Shade  trees: — Elm,  sycamore,  maple,  Carolina  poplar,  Lombardy 
poplar,  catalpa,  Norway  maple,  sugar  maple. 

Study  the  oak  as  a  type  of  forest  tree;  elm  as  a  type  of  shade 
tree ;  and  apple  as  a  type  of  fruit  tree. 

Compare  and  contrast  varieties  of  trees  studied  with  reference  to 
their  characteristics ;  the  specific  uses  made  of  lumber  obtained  from 
different  kinds  of  forest  trees;  predominant  features  of  different 
varieties  of  shade  trees ;  and  rapidity  of  growth,  hardihood  and  supe 
riority  of  different  varieities  of  fruit  trees. 

Outline  for  Study  of  the  Elm. 

Although  the  elm  grows  best  in  moist  places  it  seems  to  thrive 
very  well  on  high  land  where  we  see  it  in  parks,  and  along  streets  in 
villages  and  cities.  Its  beautiful  form  and  rapid  growth  make  it 
valuable  as  a  shade  tree. 

Make  a  sketch  of  the  tree  in  its  foliage.  Note  its  shape.  Sketch 
again  when  its  branches  are  naked.  Study  the  blossoms  and  seeds 
in  spring. 

Note  where  the  tree  grows ;  its  shape ;  method  of  branching ; 
characteristic  of  bark.  How  can  you  tell  the  elm  from  other  trees 
in  winter?  Study  the  elm  leaf;  form;  edges;  size;  difference  between 
upper  and  lower  sides;  color;  surface;  is  it  symmetrical;  arrange- 
ment of  leaves  on  twig. 

Roots: — What  kind;  do  they  grow  deep  into  the  earth. 

Chief  use  of  the  elm;  shade;  lumber. 

Wood;  its  character;  is  it  easy  to  split;  why.  Uses;  cooperage, 
wheel  hubs,  saddlery,  furniture. 


—  113  — 


What  is  meant  by  a  weed? 

In  the  study  of  weeds,  the  aim  is  to  become  acquainted  with 
native  weeds  to  be  able  to  identify  them,  learn  about  their  habitat, 
growth;  method  of  propagation;  use,  if  any;  method  of  combating. 

Make  a  collection  of  weeds  found  in  the  gardens,  fields,  and  along 
the  roadside  and  learn  the  characteristics  and  be  able  to  identify  as 
many  as  possible.  Among  some  of  the  weeds  common  to  this  vicinity 
are  milkweed,  prickly  lettuce,  sweet  clover,  wood  sorrel,  wild  morn- 
ing-glory, knotweed,  purslane,  cheeseweed,  mullein,  tumbling  weed, 
common  plantain,  bull  thistle,  cockle  burr,  burdock,  Jimson  weed,  rag- 
weed, wild  hemp,  giant  ragweed,  smartweed,  shepherd's  purse,  night 
shade,  curly  dock.  Some  of  the  grasses  are  foxtail,  crab  grass,  old 
witch,  cheat,  squirrel-tail,  and  barnyard  grass. 

Make  a  study  of  a  few  weeds  as  types.  Burdock,  milkweed, 
Jimson  weed.    Habits  of  growth,  leaves,  flowers,  seeds. 

Method  of  seed  distribution.  Wind;  water;  animals;  man;  self 
distribution;  hooks;  wings.   Make  a  seed  chart  of  "stickers." 

Flowers. 

Learn  to  recognize  common  wild  and  cultivated  flowers.  Some 
of  the  common  wild  flowers  are  goldenrod,  aster,  black-eyed  Susan, 
dandelion,  May  apple,  spring  beauty,  violet,  buttercup,  trillium, 
Ditchmen's  breeches,  dog-toothed  violet,  Jack-in-the-Pulpit.  Many  of 
the  plants  listed  as  weeds  may  be  considered  in  connection  with  the 
study  of  flowers. 

Make  a  study  of  the  goldenrod  as  to  habitat,  growth,  flowers, 
seeds. 

Moths  and  Butterflies. 

Distinguishing  characteristics  between  moths  and  butterflies. 
Study  life  history  of  cabbage  butterfly.  Damage  done  by  the  larvae. 
Methods  of  control. 

Housefly  and  Mosquito. 

Study  the  life  history  of  the  housefly  in  relation  to  disease. 
Methods  of  control. 

Home  Makers.  Bees  and  Ants. 

Study  life  history  of  the  bee.  Queens,  drones,  workers.  Value  of 
bee  to  man. 

References : — Source  book  of  Biological  Nature  Study — Downing. 
Hand  Book  of  Nature  Study — Comstock. 
Nature  Study  and  Life — Hodge. 

Fur  Bearers. 

Study  rats  and  mice,  the  squirrel,  the  muskrat.  Study  them  as 
to  general  appearance,  homes,  habits,  food,  uses. 

Harm  done  by  rats,  and  mice.  Preventives;  methods  employed 
to  eradicate. 


—  114  — 


Make  a  study  of  the  squirrel  as  a  type  according  to  the  outline 
below.  Study  the  other  fur  bearers  mentioned  in  a  similar  manner,, 
making  such  modifications  as  will  be  necessary. 

The  Squirrel. 

I.  True  squirrels. 

1.  Tree  squirrels. 

a.  Red  squirrel. 

b.  Gray  squirrel. 

2.  Rock  squirrel, 
a.  Chipmunk. 

3.  Ground  squirrels. 

II.  Marmots. 

1.  Woodchuck. 

2.  Prairie  Dogs. 

III.  Flying  squirrels. 
Type:    Red  squirrel 

a.  Appearance. 

1.  Head. 

a.  Eyes. 

b.  Ears. 

c.  Nose. 

d.  Teeth. 

e.  Whiskers. 

2.  Body. 

a.  Size.  J 

b.  Color. 

c.  Covering. 

d.  Legs. 

e.  Paws. 

f.  Tail. 

1.  Beauty. 

2.  Uses. 

g.  Grace  and  activity  of  body. 

b.  Home. 

1.  Location. 

2.  How  made. 

c.  Food. 
1.  Kind. 

2.  How  obtained. 

3.  Storage. 

d.  Care  of  young. 


—  115  — 


e.    Harm  done  for  self  preservation. 

1.  Injury  to  crops. 

2.  Destruction  to  bird  eggs  and  young  birds. 

Compare  with  squirrels  of  other  species. 
References: — United  States  Department  of  Agri- 
culture Farmer's  Bulletins  Nos.  335  and  484. 
Handbook  of  Nature  Study — Comstock. 
Wild  Animals  Every  Child  Should  Know. 
Dan  Beard's  Animal  Book. 
A  study  of  the  Stars,  the  Sun,  the  Moon,  and  the  Atmospheric 
Phenomena. 

Aims:  To  give  the  child  some  idea  of  the  vastness  of  the  uni- 
verse. 

To  acquaint  the  child  with  a  few  of  the  most  important  constella 
tions,  thereby  "making  him  at  home  in  the  starry  heavens." 

To  familiarize  the  child  with  mythological  stories  pertaining  to 
the  constellations. 

To  give  the  child  an  idea  of  the  sun  and  of  its  importance  to 
tne  atmosphere. 

To  give  the  child  an  understanding  of  the  cause  and  the  grandeur 
of  some  of  the  atmospheric  phenomena,  so  that  it  will  have  no  super- 
stitious fears  concerning  any  of  them. 

To  teach  these  subjects,  so,  that  the  child  will  be  glad  to  be  alive 
and  to  have  a  part  in  this  wonderful  world  and  universe  of  ours. 

A  Study  of  the  Stars. 

In  preparation  for  the  study  of  a  certain  constellation,  place  a 
diagram  on  the  blackboard  showing  the  position  of  the  stars  in  the 
constellation  and  explain  how  to  find  them  with  reference  to  other 
stars  that  the  children  already  know.  You  will  find  detailed  instruc- 
tions in  Comstock's  Handbook  of  Nature  Study. 

The  Winter  Sky. 

I.  A  study  of  the  North  Star  or  Pole-star  and  of  the  following 
constellations  associated  with  the  Pole-star. 

a.  The  Big  Dipper. 

b.  The  Little  Dipper. 

c.  Cassiopeia's  Chair. 

d.  Cepheus. 

e.  The  Dragon. 

f.  The  ancient  myths  concerning  each  of  the  above. 

2.  Study  Orion  in  the  southern  half  of  the  heavens.  It 
is  one  of  the  most  beautiful  constellations.  In  connection  with  this 
study  the  following: 

a.  Hyades  (Aldebaran.) 

b.  Pleiades— "The  Lost  Pleiad." 


c.  The  Two  Dog  Stars,  Sirius  and  Procyon. 

d.  Capella  and  the  Heavenly  Twins. 

e.  Betelgeuse. 

f.  Kigel. 

g.  The  ancient  myths  concerning  each  of  these. 
Value  of  the  Stars. 

a.  To  the  Ancients. 

b.  To  travelers. 

c.  To  mariners. 

d.  To  astrologers. 

e.  To  poets  and  writers. 

Atmospheric  Phenomena. 

I.  Clouds. 

1.  How  clouds  are  formed. 

2.  Various  kinds. 

a.  Stratus. 

b.  Cumulus. 

c.  Nimbus. 

d.  Cirrus. 

3.  Uses  of  clouds. 

4.  By  observation  and  records  tell  which  clouds  bring  rainy  r 

cloudy  and  fair  weather. 

II.  Storms. 

1.    What  storms  are. 
2    How  formed. 

3.  Kinds. 

a.  Thunder  storms. 

b.  Electrical  storms. 

c.  Cyclones. 

d.  Tornadoes. 

4.  Signs  of  a  coming  storm. 

5.  Damages  caused  by  storms. 

6.  Maps  and  instruments  used  in  foretelling  the  coming  of 
storms. 

7.  United  States  Weather  Bureau. 

a.  Weather  signals. 

b.  Storm  and  hurricane  signals. 

8.  The  solstice  and  the  equinox. 

9.  Experiments  with  the  shadow  stick. 

10.  Make  a  sundial. 

The  Moon. 

1.  Study  of  the  moon. 

1.  What  the  moon  is. 

2.  Size  in  comparison  with  the  earth. 

2.  The  various  phases  of  the  moon. 


—  117  — 


1.    Have  the  pupils  observe  the  moon  as  often  as  possible  for 
a  month,  beginning  with  the  full  moon. 

3.  Effect  of  the  moon  upon  the  earth. 

1.  The  tides. 

2.  The  ebb  and  the  flow. 

4.  An  imaginary  visit  to  the  moon. 
1.    What  we  would  find  there. 

The  Sun. 

1.  A  study  of  the  sun. 

1.  What  the  sun  is. 

2.  Size  and  weight  as  compared  with  the  earth. 

3.  Eclipse  of  the  sun. 

2.  The  solar  system. 

1.  Mercury. 

2.  Venus. 

3.  Earth. 
4  Mars. 

5.  Jupiter. 

6.  Saturn, 

7.  Uranus. 

8.  Neptune. 

3.  A  study  of  comets,  shooting  stars  and  meteors. 

4.  The  relation  of  the  sun  to  the  earth. 

1.  Light  and  warmth. 

2.  Day  and  night. 

3.  The  sun's  rays  at  morning,  noon  and  evening. 

4.  The  seasons. 

5.  Sun's  position  in  the  sky  during  the  various  seasons. 

6.  -   The  barometer. 

7.  Make  and  keep  a  simple  weather  record. 

Lightning. 

1.  What  lightning  is. 

2.  Kinds. 

a.  Heat  lightning. 

b.  Sheet  lightning. 

c.  Zigzag  lightning. 

d.  Ball  lightning. 

3.  Thunder — how  caused. 

4.  Damage  caused  by  lightning. 

5.  Lightning  rods. 

6.  The  northern  and  southern  lights.   The  Aurora  Borealis  and 

the  Aurora  Australis. 


Water  Forms. 

1.  A  study  of  vapor. 

2.  Fog,  mist,  clouds. 

3.  The  changing  of  vapor  into  the  various  water  forms. 

4.  The  imaginery  trip  of  a  drop  of  water. 

5.  Rain. 

a.  What  rain  is. 

b.  Uses  of. 

c.  Eain  guage. 

6.  Sleet. 

7.  Hail. 

8.  Ice— ice  crystals. 

9.  Dew.   Hoar  frost.   Frost  on  window  panes. 

10.  Snow. 

a.  How  formed. 

b.  The  beauty  and  uses  of  snow. 

c.  A  study  of  snow  crystals. 
References  to  be  had  at  Public  Library. 

For  the  Teacher. 

Starland— Ball. 

The  Stars  through  an  Opera  Glass — Serviss. 

Astronomy  in  a  Nutshell — Serviss. 

Stars  and  Telescope — Todd. 

Other  Worlds — Serviss. 

Handbook  of  Nature  Study — Comstock. 

For  the  Children. 

Earth  and  Sky — Holden. 

Overhead — Nicholas. 

Stories  of  Starland — Proctor. 

Birds. 

List  names  of  familiar  birds.    Classify  as  to  the  following: 

1.  Perchers  and  Song  Birds. 

2.  Climbers. 

3.  Scratchers. 

4.  Robbers. 

5.  Waders. 

6.  Swimmers. 

7.  Miscellaneous. 

1.  Perchers  and  Song  Birds: — Bluebird,  robin,  thrush,  wren, 
catbird,  swallows,  sparrow,  bobolink,  meadow  lark,  red  bird,  oriole, 
black  bird,  blue  jay,  crow. 

2.  Climbers: — Woodpecker,  sapsucker,  flicker  or  yellow- 
hammer. 

3.  Scratching  birds: — Chicken,  turkey,  quail,  peacock,  grouse. 


—  119  — 


4.  Robbers: — Hawk,  eagle,  owl. 

5.  Waders : — Heron,  bittern,  crane,  stork,  sandpiper,  coot,  snipe, 
plover. 

6.  Swimmers: — Swan,  goose,  duck,  .pelican,  loon,  auk,  pen- 
guin, gull. 

7.  Miscellaneous: — Dove,  pigeon,  parrot,  kingfisher,  whip- 
poorwill. 

Type  Studies. 

a.    Sparrow  as  type  of  Perchers  and  Song  Birds. 

1.  Kinds. 

a.  English  sparrow. 

b.  Chirping  sparrow. 

c.  Song  sparrow. 

2.  General  appearance. 


a. 

Size. 

b. 

Feathers. 

1. 

Color. 

2. 

Structure. 

3. 

Care. 

4. 

Use  of  bird. 

c. 

Wings  and  tail. 

1. 

Shape. 

2. 

Structure. 

d. 

Legs  and  feet. 

1. 

Shape. 

2. 

Structure. 

e. 

Head  and  neck. 

1. 

Shape. 

2; 

Eyes  and  ears. 

3. 

Beak. 

Nest. 

a. 

Location. 

b. 

Structure. 

Eggs. 

a. 

Size. 

b. 

Color. 

c. 

Broods. 

Nestlings. 

a. 

Size. 

b. 

Food. 

c.    Habits  taught. 

6.  Food. 

7.  Economic  importance. 

8.  Enemies. 

9.  Protection  necessary. 
10.  Migration. 


—  120  — 


b.  Woodpecker  as  type  of  Climber. 

c.  Quail  as  type  of  Scatching  Bird. 

Use  above  outline  in  the  study  of  these  two  types. 

Keferences: — Holtz:    Nature  Study,  Chapters  VIII,  IX,  X. 

Herrick:  Textbook  in  General  Zoology,  Chap- 
ter XXII. 

Comstock:    Handbook  of  Nature  Study. 
Downing :   Source  Book  of  Biological  Nature  Study. 

Fishes. 

Kinds: — Catfish,  perch,  carp,  trout,  goldfish,  salmon,  mackerel, 
herring,  codfish,  tuna,  sardine,  sucker,  halibut,  redsnapper. 

Perch  as  Type. 

I.  General  form. 

II.  Structure  of  fish. 

a.  Scales. 

1.  Form. 

2.  Use. 

b.  Fins. 

1.  Location. 

2.  Form. 

3.  Tail  fin  (Caudal). 

4.  Use  of. 

c.  Gills. 

1.  Location. 

2.  Use. 

d.  Eyes. 

e.  Mouth. 

1.  Shape. 

2.  Tongue. 

3.  Teeth. 

III.  Color  of  fish. 

IV.  Reproduction  and  development. 

V.  Habits  and  adaptation  to  environment. 

VI.  Economic  importance. 

VII.  Distingushing  characteristics  between  perch  and  catfish. 

a.  Body  structure. 

b.  Covering  of  body. 

References : — Herrick :  Textbook  in  General  Zoology,  Chap.  XIX. 
Comstock:    Handbook  of  Nature  Study. 
Holtz:    Nature  Study,  Chap.  XII. 


—  121  — 


ELEMENTARY  GENERAL  SCIENCE. 
GRADE  V. 

October: — Study  in  Foods. 

October : — Stndy  in  Foods. 

November'  — Shelters. 

December : — Weaving. 

January : — Brick  Making — Pottery. 

February : — Paper  Making. 

March: — Fire  and  its  uses.    Fuels  and  their  uses. 
April : — Iron — Lead. 
May — Copper — Gold. 
June : — Silver.  Eeview. 

How  the  world  has  been  fed,  clothed,  and  sheltered,  and  made 
reasonably  comfortable  by  careful  adjustment. 

In  the  study  of  the  various  topics  relating  to  the  production  of 
food,  shelter,  and  clothing,  trace  the  evolution  of  the  processes  con 
nected  with  the  production.   Emphasize  the  "why"  and  "how"  and 
advantages  derived  and  effect  on  the  progress  of  civilization. 

GARDENING. 

The  History  of  Cultivation. 

How  did  the  cave  man  and  Indian  get  his  food  supply  from  plant 
life?  What  did  he  find  he  must  do  in  order  to  have  a  sufficient  food 
supply  at  all  times?  Primitive  method  of  cultivation.  Improvement 
of  plants  through  cutivation,  cross  fertilization,  budding  and  grafting. 

Eequirements  for  successful  gardening  according  to  present  day 
methods. 

Soil  suited  for  gardens ;  location  of  gardens  near  markets ;  culti- 
vation; variety  of  things  raised;  disposal  of  products. 

Preparation  of  food  for  use ;  preservation  of  perishable  food  for 
future  use. 

A  Study  of  Foods. 

A  History  of  Hunting,  Fishing  and  Farming. 

Plants  and  animals  as  sources  of  food  supply. 

A  study  of  development  of  farming  industry ;  cultivation ;  har- 
vesting; and  disposal  of  crops. 

A  study  of  live  stock  industry.  Raising  and  marketing  of  live 
stock.  Packing  houses ;  products.  How  meats  are  preserved. 

A  study  of  poultry  as  a  source  of  food  supply.  How  eggs  are 
preserved. 

A  study  of  fish  and  oysters  as  a  source  of  food  supply.  How  pre- 
served for  market? 


—  122  — 


Weaving. 

Idea  of  weaving  was  gotten  from  birds,  spiders,  and  caterpillars, 
and  was  first  adapted  to  the  interweaving  of  branches  to  cover  the 
floors  of  damp  caves. 

1.  Basketry.  Basketry  and  matting  are  more  beautiful  among 
uncivilized  people.  Indians  wove  thoughts,  hopes  and  prayers  into 
their  baskets.  Their  patterns  are  still  used  in  much  of  present  day 
weaving. 

2.  Clothing.  Skins  of  animals,  feathers,  paint,  bast  cloth,  felt, 
woven  cloth. 

3.  Looms.    Hand  looms;  foot  looms;  power  looms. 

4.  Fibers  used  in  weaving.   Vegetable,  animal,  mineral. 

5.  Weaving  of  cotton,  silk,  wool. 

6.  Importance  of  industry ;  its  value  to  mankind. 
See :— How  the  World  is  Clothed. 

Charts  on  Cotton,  Silk,  Wool,  of  Natural  Science  Collection 
Information  Readers  No.  2. 
Makers  of  Many  Things. 

Pottery  Making. 

Original  meaning  is  coiled  cooking  basket.  The  first  form,  was 
in  baskets  lined  and  covered  with  clay  to  preserve  them  in  cooking. 
Then  the  clay  was  shaped  without  the  basket.  The  oldest  pots  were 
coiled  because  baskets  were  coiled.  Coiled  pottery  is  still  made  by 
students  of  art,  but  most  useful  vessels  are  made  either  on  potter's 
wheel  or  cast  in  molds. 

History  of  Pottery. 

The  earliest  potters,  Egyptians,  Chaldeans,  the  Indians ;  a  modern 
pottery. 

1.  Primitive.  Origin ;  preparation ;  method  of  making ;  by  hand, 
tools,  potter's  wheel;  decoration. 

2.  Modern.  Clay  as  it  comes  from  the  earth ;  grinding ;  mixing ; 
molding;  storing  in  kilns;  firing;  storing;  packing  for  shipment. 

Compare  processes  with  those  of  clay  modeling  at  school;  with 
those  of  primitive  people. 

Location  of  potteries  depends  on  what? 
Importance  of  the  industry. 
References: — Information  Reader  No.  2. 

Chart  on  "Clays,"  Natural  Science  Collection. 

Makers  of  Many  Things. 

How  Man  is  Housed. 

1.    Earliest  shelter. 

a.  Wide  spreading  trees. 

b.  Caves;  in  ground;  in  soft  rock;  in  cliffs. 

c.  Branches  covered  with  leaves  and  grass. 


—  123  — 


d.    Tents;  poles  covered  with  leaves,  bark,  sod,  skin,  felt, 
linen,  wool. 
2.    Houses  with  walls  and  roofs. 

a.  Walls ;  wicker  work  plastered  with  mud ;  sun  dried 
brick ;  adobe ;  rude  stones  piled  up ;  rude  boards ;  stone 
blocks  cemented;  baked  brick  cemented. 

b.  Roofs  ;  thatched  ;  skins  ;  boards  ;  flat  stones  ;  bricks  arched. 

c.  Windows ;  mere  holes ;  barred  or  latticed ;  thin  shells ; 
skins ;  oiled  paper ;  glass. 

2.    Pioneer  homes :   Log  cabins.   Describe.  Build. 

4.  Modern  Houses. 

a.  Foundation;  brick;  stone;  concrete. 

b.  Basement ;  well  ventilated ;  concrete  floors. 

c.  Walls:  Exterior  frame;  brick;  stone;  concrete;  stucco 
Interior:  Lined  with  heavy  paper;  plastered;  plaster 
board;  painted;  tinted;  papered. 

d.  Roofs :  Shingles ;  tin  ;  terre  cotta  tile ;  slate ;  asbestos. 

e.  Windows :  Glass  panes ;  screens ;  shutters ;  awnings. 

5.  Odd  Homes :    China ;  Japan ;  houses  on  stilts. 
See: — How  World  is  Housed. 

Information  Readers  II  and  III. 
Seven  Great  Monarchies,  Vol.  1. 

Brick  Making. 

1.  History. 

a.  Invented  by  Chaldeans ;  sun  dried ;  baked ;  glazed ;  col- 
ored ;  size  13"xl3"x3". 

b.  Egyptians  ;  clay  and  straw ;  sun  dried. 

c.  Assyrians;  baked;  painted  and  enameled  and  baked 
again. 

d.  Chinese — Great  Wall. 

e.  Roman — Carried  brick  making  into  Great  Britain  and 
Germany.   Rapid  progress. 

2.  Brick  making  in  United  States. 

a.  By  hand.  Describe. 

b.  By  machine.  Describe. 

3.  Varieties :  Many — Name  some. 

4.  Uses. 

5.  Importance  of  industry. 

6.  Brick  industry  in  Belleville. 
References: — How  the  World  is  Housed. 

Information  Readers. 

Paper  Making. 

The  ancients  used  various  methods  and  materials  to  record  the:r 
history.  First  writing  was  done  on  clay  tablets,  skins  and  bones  of 
animals,  wooden  blocks  and  the  bark  of  trees,  ivory  and  wTax  tablets, 


—  124  — 


metal  plates,  even  of  gold  and  silver  ■  leaves  of  olive,  palm,  and  pop- 
lar tree;  papyrns,  terre  cotta,  parchment  made  from  the  skins  of 
sheep  and  goats. 

1.  History — Wasps  were  first  paper  makers. 

a.  Papyrus — Egyptians. 

b.  Parchment — Why  expensive  ;  present  use. 

c.  Chinese  made  paper  from  wood  pulp  second  century  ba 
fore  Christ. 

d.  Crusaders  brought  method  to  Europe. 

e.  Cotton  and  linen  rags  used. 

f.  Wood  pulp  used. 

g.  First  paper  mill  in  America  in  1690. 

2.  Process  of  making  paper  from  rags. 

a.  Early  and  present  way  of  gathering  rags. 

b.  Importation  of  rags. 

c.  Stages  through  which  rags  pass. 

3.  Making  paper  from  wood  pulp. 

a.  Kinds  and  quantity  of  wood  used. 

b.  Method  of  paper  making  from  wood  pulp. 

4.  Kinds  of  paper  and  their  uses. 

5.  Important  paper  mills.  Value  of  paper  output.  Contribu- 
tion of  paper  to  general  progress  of  the  country. 

References: — Makers  of  Many  Things. 

How  the  World  is  Housed. 
Information  Readers  No.  4.  Chart. 

Fire  and  Its  Uses. 

1.  History  of  Fire.  Ancient  Grecian  and  Indian  traditions. 
(How  the  World  is  Housed;  Early  Cave  Dwellers;  Iron  Star.) 

2.  How  produced.  Without  matches  by  means  of  wood.  (Manual 
Boy  Scouts  of  America.)  How  the  Indians  started  fire  by  means  of 
flint.   The  Greeks.   The  Chinese.   The  savage  tribes  of  Africa. 

3.  Matches.  First  kind  made.  Splinters  soaked  in  chemicals. 
Other  kinds.  Modern  way  of  making  matches.  (Makers  of  Many 
Things.) 

4.  Causes  of  Fires:  Lightning;  combustion;  friction;  other 
causes. 

5.  Uses  of  Fire:  Lighting  and  heating  of  houses;  moves  cars, 
steamships,  flying  machines;  manufactures;  necessity  for  food  and 
comfort. 

6.  Methods  of  Heating:  The  Eskimos,  Koreans,  Chinese,  Ja- 
panese ;  other  countries. 

Fuels  and  Their  Uses. 

Make  a  study  of  the  fuels  mentioned  below,  using  the  outline 
given  for  the  study  of  oil  as  a  guide  in  the  study  of  the  other  fuels. 


—  125  — 


Study  wood,  coal,  oil,  gasoline,  gas,  and  how  electricity  supplants  all. 

1.  History  of  development  of  use  of  oil.  Known  to  the  Greeks, 
Romans  and  Persians  in  ancient  times.  When  discovered  in  our 
country  ? 

2.  Location  of  oil  fields.  In  different  parts  of  the  world.  Best 
oil  fields  in  the  United  States  and  in  the  region  about  the  Caspian  Sea. 

3.  Oil  Wells.  First  oil  well  in  United  States  near  Titusville, 
Penn.   Depth  of  wells.  Derricks. 

4.  How  sent  to  different  places.  Pumping  stations ;  pipe  lines ; 
storage  tanks;  transportation  of  our  oil  to  other  continents. 

5.  Kinds  of  oil  used  for  fuel.  Petroleum,  kerosene,  gasoline. 
Oil  refineries. 

6.  Importance  of  oil  as  a  fuel.  Lighting,  heating,  running  ma- 
chinery, aeroplanes,  automobiles,  locomotives,  steamboats. 

See : — How  the  World  is  Housed. 

Iron,  copper,  lead,  gold,  silver.  Make  a  study  of  as  many  of  the 
foregoing  metals  as  time  will  permit. 

Use  outline  for  study  of  "iron"  below  as  a  guide  in  studying 
other  metals.  Make  such  modifications  as  are  necessary  to  suit  the 
study  of  the  particular  metal. 

Iron. 

I.  History  of  use  of  iron. 

a.  Used  several  thousand  years  before  Christ. 

b.  By  the  Egyptians. 

c.  The  Greeks;  the  Romans. 

d.  Time  of  the  Crusaders. 

e.  Dome  of  Porcelain  Pagoda  built  by  Chinese  during  15th 
century  was  cast  iron. 

f.  First  use  of  iron  in  our  country. 

g.  Development  of  use  of  iron. 

II.  Where  found. 

a.  In  nearly  all  countries. 

b.  Commercially  mined  in  over  half  of  the  states  of  our 
country. 

c.  Richest  and  most  extensive  of  these  deposits  lie  around 
the  southern  and  western  sides  of  Lake  Superior. 

III.  Mining  of  iron  ore. 

a.  Method  of  mining  the  ore  about  Lake  Superior;  of  ore 
that  lies  far  underground. 

b.  Transportation  of  iron  ore  to  places  where  it  is  turned 
into  iron  and  steel. 

IV.  Smelting  of  iron  ore. 

a.  Iron  from  mines  is  mixed  with  rocks  and  other  minerals. 

b.  Method  of  extracting  the  pure  iron  from  the  ore. 

V.  Uses  of  iron. 


—  126  — 


VI.  Importance  of  iron  in  the  advance  and  progress  of  civil- 
ization. 

References: — How  the  World  is  Housed. 

Carpenter's  North  America. 

Industrial  Studies  of  United  States — Allen. 

Information  Readers. 

Charts  of  Natural  Science  Collection. 

Makers  of  Many  Things. 

ELEMENTARY  GENERAL  SCIENCE. 
GRADE  VI. 

September-December: — A  study  of  the  various  animals  and  pro- 
ducts as  sources  of  food.  Make  a  study  of  the  problems  of  produc- 
tion ;  transportation ;  preservation,  and  conservation  of  foods. 

January: — Water  Supply.    Disposal  of  Wastes. 

February: — Light  and  Lighting. 

March : — Heating  of  Houses.    Electricity  in  the  Home. 
April: — Tools  and  Machinery — Sources  of  Power. 
May: — Travel  in  Belleville  and  elsewhere. 
June: — Roads  and  Road  making. 

In  the  Home. 

A  study  of  various  problems  arising  in  connection  with  the  study 
of  food  supply.  Source  of  supply,  marketing,  preparation  and  pre- 
servation, dependence  of  people  for  whom  it  is  impossible  to  produce 
their  own  food,  and  importance  of  occupation  of  many  people  en- 
gaged in  production,  manufacturing  and  transportation  of  the  food 
supply. 

Milk  and  its  uses.   Milk  as  a  food,  necessity  in  cooking  and  bak 
ing.   How  to  care  for  milk  to  keep  it  from  souring  prematurely ;  pas- 
teurization, scalding,  refrigeration.   The  necessity  of  a  tight  cover  on 
milk  container  to  prevent  milk  from  absorbing  odors  given  off  by 
food  stuffs  with  which  it  is  stored  in  refrigerator. 

Use  made  of  milk  in  manufacture  of  butter  and  cheese. 

Make  butter  from  simple  directions.    Make  cottage  cheese. 

The  dairy  industry.  Necessity  for  cleanliness  and  strict  ob- 
servance to  rules  of  hygiene  and  sanitation  to  safeguard  health  and 
lives  of  consumers  of  dairy  products. 

Wheat  as  a  source  of  food. 
Make  a  brief  study  of  wheat  producing  areas  of  the  United  States. 
The  planting,  harvesting  and  transportation  of  wheat  to  mills  and 
elevators.    Name  some  of  the  larger  flour  manufacturing  centers. 
Distribution  of  flour  to  cities  and  villages  throughout  the  country. 

Have  a  sample  of  flour.  Make  whole  wheat  flour  by  using  mortar 
and  pestle  (primitive  method),  or  by  grinding  wheat  in  coffee  grinder. 


—  127  — 


Compare  with  flour  from  mill.   Value  of  whole  wheat  flour  as  a  food. 

Break  making.  Yeast.  What  is  it?  Its  use  in  bread  making. 
Set  sponge  for  bread.  Bake  bread  at  home  of  one  of  the  pupils  living 
near  school  if  there  are  no  facilities  at  the  school. 

The  bakery.  Why  necessary?  Growth  of  the  institution.  Method 
of  distribution  of  its  products.  Consider  the  economic  problems  by 
comparing  the  cost  of  bread  used  that  is  made  in  the  home  with  the 
cost  of  the  bread  produced  outside  of  the  home. 

How  perishable  foods  are  prepared  for  the  market  and  how  such 
foods  produced  at  or  near  the  homes  are  preserved  for  future  use. 

Preservation  of  food :  by  drying ;  by  canning ;  by  salting ;  by  use 
of  sugar;  by  use  of  vinegar;  cold  storage. 

Canning  fruits  and  vegetables. 

By  preliminary  sterilization. 

By  cold  pack  method. 

Without  sterilization. 

Develop  the  various  processes  in  connection  with  the  canning  of 
fruits  and  vegetables  and,  if  at  all  possible,  do  the  actual  work  with 
the  class. 

What  is  it  that  causes  foods  and  vegetables  to  spoil?  What  ef- 
fect has  the  heat  on  the  bacteria?  Why  must  the  cover  on  the  fruit 
jar  be  air  tight?   Why  does  canned  fruit  sometimes  spoil? 

Benefits  to  mankind  derived  from  being  able  to  preserve  foods 
by  canning.  Kept  from  going  to  waste;  can  be  carried  long  dis- 
tances ;  food  supply  during  non-producing  seasons,  etc. 

Importance  of  large  canneries  in  canning  food  for  the  market. 
Important  sources  of  food  for  people  living  in  cities.  Name  varieties 
of  canned  goods  bought  at  the  grocers. 

Preservation  of  Eggs. 

2.     Advantage  of  storing  eggs. 
Methods  of  testing  eggs. 

1.  How  to  determine  the  freshness  of  an  egg. 

2.  Testing  eggs  for  freshness.  Candling.  Make  an  egg  candler, 
and  test  eggs.   Other  methods  of  testing. 

Ice  Box. 

1.  Its  construction;  use;  care  of  same.  How  to  prevent  waste 
in  the  use  of  ice. 

2.  Other  methods  of  keeping  perishable  foods  during  the  hot 
weather. 

3.  Iceless  coolers.  Action  of  same  depends  on  principle  of 
evaporation. 

4.  How  to  make  an  iceless  refrigerator. 


—  128  — 


How  Money  is  Wasted  in  Use  of  Food. 

1.  Food  is  wasted  in  harvesting ;  insufficient  and  slow  transpor- 
tation facilities ;  lack  of  necessary  refrigeration ;  place  of  production 
too  far  removed  from  consumers. 

2.  More  food  is  prepared  than  is  necessary ;  food  is  bought  out 
of  season ;  charge  accounts  are  used  too  often. 

Drying  Fruits  and  Vegetables. 

1.  Object  of  drying  fruit. 

2.  Advantages  of  drying;  reduction  in  weight;  reduction  in 
bulk;  material  may  be  stored  almost  indefinitely  without  danger  of 
deterioration ;  no  need  for  expensive  special  container. 

3.  Fundamental  principles  of  drying.  Evaporation  depends 
upon  the  movement  and  temperature  of  air. 

4.  Methods  and  equipment  for  drying. 

1.  Drying  without  artificial  heat.  Preparation  of  the  ma- 
terial. Drying  in  the  open  air.  Advantages;  disadvan- 
tages. How  to  make  an  outdoor  drier.  Drying  with  an 
electric  fan.  Method. 

2.  Drying  with  artificial  heat.  Cook  stove  driers.  Portable 
outdoor  driers.    Driers  employing  steam  heat. 

5.  Discuss  briefly  the  preparation  and  drying  of  the  following 
fruits  and  vegetables:  Apples,  pears,  peaches,  apricots,  cherries, 
prunes,  figs,  berries,  potatoes,  turnips,  beets,  parsnips,  carrots,  cab- 
bage, okra,  sweet  corn,  beans,  and  peas,  celery,  spinach. 

References: — Hodgdon's  General  Science. 

Farmer's  Bulletin,  No.  984. 
How  the  World  is  Fed. 

Electricity  in  the  Home. 

a.  What  work  electricity  does  for  us.  Enumerate  the  many 
uses  to  which  electricity  is  put. 

b.  Study  briefly  a  few  inventors — Bell  (telephone) ;  Edison 
(light,  etc.)  ;  Morse  (telegraph)  ;  Marconi  (wireless),  etc. 

c.  Electric  currents  produced  in  electric  cells — wet  and  dry 
cells.  Construction  of  wet  cell,  of  dry  cell.  Dry  cells  more  convenient 
than  wet  cells. 

d.  Electric  current  used  in  city  generated  by  water  power  at 
Keokuk,  Iowa.  If  possible,  show  picture  of  power  plant  and  dam, 
turbines,  etc.,  at  Keokuk. 

e.  Electric  bell.  Parts  of  bell :  Electro  magnet,  armature,  clap- 
per, screw  or  point.  Wires  (copper)  ;  current  (reduced  or  cells).  Get 
some  worn  out  dry  cells  if  others  are  not  available,  and  renew  same 
by  removing  tops  and  adding  sulphuric  acid  solution.  Cells  not  pow- 
erful enough  to  do  much  besides  ringing  of  bells. 


—  129  — 


Install  an  electric  bell  in  the  schoolroom. 

Possible  trouble  to  be  met  with  in  installation  of  bell :  Broken 
wires;  poor  connection;  when  armature  rests  upon  magnet  (spring 
trouble) ;  when  clapper  is  too  far  away  from  bell  to  strike  it;  point 
or  screw  may  be  missing  so  circuit  cannot  be  broken  or  closed ;  short 
circuit. 

f .  Short  Circuit.  What  is  it ;  how  caused ;  how  corrected ;  why 
wires  are  insulated. 

g.  Fuses.  Fuses  installed  in  homes  to"  break  circuit.  Where 
installed  in  the  home?  Why?  How  made?  Use  of  fuse  as  a  safety 
device. 

Methods  of  Disposing  of  Wastes. 

a.  Disposal  of  Wastes. 

1.  Sewage. 

2.  Garbage. 

3.  Eubbish. 

4.  Ashes. 

b.  Sewage.  Waste  matter  from,  kitchen,  sinks,  toilets,  laundries, 
and  the  like. 

c.  Danger  of  sewage  to  health. 

1.  Offensive  odors. 

2.  Poisonous  gases. 

3.  Contains  disease  germs — typhoid,  dysentary,  cholera,  etc. 

d.  Disposal  of  sewage.    Uses  of  cesspools,  vaults,  septic  tanks. 

1.  Removal  from  premises. 

2.  Final  disposition  after  removal. 

a.  Discharged  into  bodies  of  water. 

b.  By  means  of  chemicals. 

c.  By  nitration. 

d.  By  "bacterial  treatment." 

e.  The  sewer. 

1.  What  is  a  sewer? 

2.  Material  used  in  construction  of  same — iron,  cement, 
bricks,  and  vitrified  pipe. 

3.  Construction.  The  following  points  should  be  carefully 
noted — joints,  fall,  flow,  size,  connections,  back-water 
valves,  traps. 

f.  House  sewer  air. 

1.  Prevent  sewer  air  and  gas. 

2.  Provide  for  ventilation. 

g.  The  sewage  system  of  Belleville. 

h.  Garbage — Vegetables  unfit  for  table  use,  waste  scraps  of  all 
all  kinds  from  the  kitchen  and  waste  animal  matter. 

1.  How  it  endangers  health. 

2.  How  it  is  disposed  of.  Reduction,  incineration,  feed  for 
stock.    May  be  made  a  source  of  revenue. 

i.  Rubbish — Paper,  rags,  bottles. 


—  130  — 


j.    Disposal  of  ashes. 

k.  Plan  of  garbage  disposal  in  Belleville.  What  is  the  yearly 
cost  of  the  collection  and  disposal  of  garbage? 

Water  Supply  of  the  Home. 

I.  Importance  of  Water  Supply. 

Used  for  drinking,  cooking,  bathing,  laundry  purposes,  cleans- 
ing homes  and  streets,  flushing  sewers,  fire  protection,  sprinkling 
streets  and  lawns,  in  boilers,  etc. 

II.  Sources  of  Water  Supply. 

1.  Primitive  man  built  homes  near  rivers  or  springs. 

2.  Wells. 

a.  Kinds.    (Shallow  and  deep.) 

b.  Location. 

c.  Necessity  of  keeping  well  covered;  of  cleaning  often. 

d.  Purification  of  water  by  boiling,  distilling,  filter 
ing,  etc. 

e.  Deep  wells.  How  dug;  advantages. 

f.  Artesian  wells. 

III.  How  does  Belleville  get  its  Water  Supply. 

a.  Source ;  Mississippi  River. 

b.  Pumping  station. 

c.  Reservoir. 

d.  Filter  plant. 

e.  Mains. 

f.  Hydrants  and  faucets. 

g.  Engines  that  run  pumps. 

Heating  of  Houses. 

a.  History  of  fire.  Nature  of  combustion.  Heat,  air  and  fuel 
necessary. 

b.  Fuels.    Kinds,  characteristics. 

c.  Indoor  fires — Fire  places,  stoves,  funaces,  firepots,  flues, 
drafts,  dampers,  etc. 

d.  How  heat  travels. 

1.  Conduction. 

2.  Convection. 

3.  Radiation. 

e.  Stoves — Convection,  radiation. 

f.  Hot  air  furnaces.    How  they  heat  homes. 

g.  Hat  water  furnaces.   How  they  heat  houses. 

h.  Steam  heat.  Principle. 

i.  Heat  for  cooking  purposes. 

1.  Coal  and  wood  cook  stoves  and  ranges. 

2.  Liquid  fuels  and  burners. 

3.  Gasoline,  kerosene,  alcohol,  etc.  (Dangers.) 

4.  Gas. 


—  131  — 


5.  Electricity. 

6.  Fireless  Cookers. 

j.  Use  of  convection  currents  to  heat  waters  for  bathroom, 
laundry,  etc. 

Light  and  Lighting. 

I.  Lighting  in  ancient  times. 

a.  First  artificial  light — fire  place;  pine  knot  in  fire  place 
or  cresset. 

b.  Clay  saucers,  or  shells  filled  with  oil  or  grease,  into  which 
a  piece  of  twisted  cloth  was  thrust  for  a  wick;  pith  or 
moss. 

c.  Lard,  fish  or  whale  oil  lamps  and  torches. 

d.  Candles ;  kind ;  made  of ;  how  used ;  how  made  formerly ; 
dipping ;  candle  molds ;  experiment ;  how  light  is  pro- 
duced. 

II.  Lighting  in  modern  times. 

a.  Kerosene — obtained  from;  parts  of  a  lamp  and  uses. 
Experiment — How  light  is  produced. 

b.  Gasoline — Gasoline  lamps. 

c.  Gas.  Kinds — coal  gas,  natural  gas,  acetylene  gas;  how 
coal  gas  is  made ;  generate  coal  gas  by  experiment ;  parts 
of  a  gas  lamp  and  uses.  Experiment — How  light  is  pro- 
duced. 

d.  Private  gas  plants. 

e.  Gas  supply  of  city  of  Belleville.  How  gas  consumed  is 
measured;  cost  of  gas.  Advantage  of  gas  light  compared 
with  oil  lamp  or  candle  light. 

f.  Electric  light.  Kinds — incandescent,  arc  lights.  How- 
electric  light  bulb  is  made ;  how  light  is  produced.  How 
electricity  gets  from  the  power  house  to  the  lamp. 

g.  Electric  lighting  system  of  Belleville.  How  electricity 
consumed  is  measured;  cost  compared  with  other  modes 
of  lighting;  advantages. 

References : — How  the  World  is  Housed. 

Information  Readers  Nos.  3  and  4. 
Studies  in  Science — Patterson. 

Tools  and  Machinery. 

In  the  study  of  this  subject  show  how  the  sources  of  power 
enumerated  below  are  of  advantage  to  man  and  are  utilized  for  his 
benefit  and  convenience.  Show  by  experiment,  wherever  possible, 
how  the  power  is  converted  into  useful  work. 

Sources  of  Power. 

Animal,  water,  air,  gravity,  steam,  gas  engine,  electricity,  the 
siphon,  the  lift  pump,  force  pump,  air  pump. 


—  132  — 


Travel  in  Belleville  and  Elsewhere. 

I.  By  horse. 

II.  Steam  ears. 

a.  Development  of  railway  engine. 

b.  Compare  railway  engine  with  steam  engine. 

c.  Gasoline  launches. 

d.  Submarine  boats — Engines. 

III.  Automobile. 

a.  Study  of  gasoline  engine  compared  with  steam  engine. 

b.  Electric  automobiles. 

c.  Study  of  tires. 

IV.  Balloon. 

a.  Envelope. 

b.  Manufacture  of  gas  for  the  balloon.   Process  of  filling. 

c.  Accessories.    (Car  or  basket,  etc.) 

V.  Aeroplane. 

a.  Kinds. 

b.  Principles. 

Roads  and  Road  Making. 

I.  Importance  of  Good  Roads. 

a.  How  good  roads  assist  the  farmer.  \ 

b.  Why  are  city  people  interested  in  country  roads? 

II.  First  Expert  Road  Builders.    (The  Romans.) 

a.  Expense  of  construction  met  by  government. 

b.  Plan  of  construction. 
II.    Our  Early  Roads. 

a.    Dirt  roads. 

b.    Roads  made  and  improved  by  private  parties.    (Toll  roads.) 

c.  Former  toll  roads  in  our  county. 

IV.  How  Expense  of  Improvement  and  Maintenance  of  Public 
Roads  is  met. 

a.  Local  taxes. 

b.  State  aid. 

V.  Plan  of  our  State  to  improve  certain  roads  in  all  parts  of 
the  State. 

a.    Source  of  revenue. 

VI.  Building  of  Macadam  Roads. 

a.  How  macadam  roads  differ  from  Roman  roads. 

b.  Method  of  construction. 

VII.  Concrete  Roads. 

a.  Kind  of  paving  meeting  general  favor  at  present  time. 

b.  Perhaps  too  early  to  judge  wearing  quality  and  general 
satisfaction. 

c.  How  constructed.    Necessity  of  expansion  joints. 


—  133  — 


VIII.  Brick  Eoads. 

a.  Importance  of  brick  paving  as  a  wear-resisting  surface. 

b.  Comparative  cost  as  compared  with  macadamized  road. 

IX.  Making  Concrete. 

a.  Proper  proportions  of  cement,  sand,  crushed  stone. 

b.  Other  uses  of  same  besides  "paving." 

Improving  of  Streets  in  the  City. 

I.  How  expenses  of  paving  streets  is  met. 

II.  Methods  of  Paving. 

a.  Streets  need  to  be  paved  according  to  use  that  is  made 
of  them,. 

b.  Kind  of  paving  necessary  where  teaming  and  traffic  is 
heavy.    Wear-resisting.    Bricks,  concrete.  (Noisy.) 

c.  Boulevards  and  residence  streets  having  little  or  no  heavy 
traffic  should  have  quieter  pavement.  Asphalt,  macadam, 
tar  macadam,  creosote  wooden  blocks. 

d.  Dwell  briefly  on  construction  of  the  different  kinds  of 
paving. 


ELEMENTARY  SCIENCE. 

Based  on  Clark's,  An  Introduction  to  Science,  A.  B.  C. 

When  one  asks  Nature  a  question  one  goes  about  it  by  perform- 
ing an  experiment  to  see  what  she  replies.  Keep  this  vividly  before 
the  class.   It  will  put  life  into  the  experiments. 

The  pupils  should  perform  all  the  experiments  that  are  not  too 
difficult  or  too  likely  to  waste  material. 

SYLLABUS. 
— 8B— 

1.  Heat. 

a.  Sources — natural  and  artificial. 

b.  Effects  of. 

1.  Experiment  to  show. 

2.  Expansion  and  contraction. 

3.  Temperature. 

4.  The  Thermometer. 

c.  Conduction. 

1.  Experiment. 

2.  Results  or  use. 

d.  Convection. 

1.  Experiment. 

Use  and  phenomena  of. 

e.  Radiation. 

1.  Experiment. 


—  134  — 


2.  Uses. 

f.  Absorption. 

1.  Experiment. 

2.  Uses. 

g.  Use  the  knowledge  gained  from  the  ajbove,  in  a  lesson  on 
each  of  the  following  points. 

1.  Climate. 

2.  Winds. 

3.  Rain  and  dryness — Distribution  of  Life. 

4.  Storms. 

5.  Weather  Bureau  and  its  work. 

h.  Problems. 

1.    Why  is  it  hot  in  Belleville  during  July  and  August 
and  cold  during  January  and  February? 
2.    Name  all  the  uses  of  heat  you  have  seen  or  read  about. 

i.  Heat  of  Vaporization. 

1.  Distillation. 

a.  Experiment. 

b.  Practical  uses  of. 

2.  How  it  effects  the  temperature  of  our  bodies  in 
summer. 

j.    Production  and  Use  of  Heat: 

1.  Importance  of  fire. 

a.  Fires  100  years  ago. 

b.  The  first  stoves. 

2.  Methods  of  heating  buildings. 

a.  Open  fireplaces  and  stoves. 

b.  Furnaces. 

(a)  Hot  air. 

(b)  Hot  water. 

(c)  Steam. 

c.  What  constitutes  a  good  chimney? 

3.  Fireless  cooker. 

a.  Experiment. 

b.  Explain. 

4.  Thermos  bottles  and  refrigerator, 
k.    Fuels : 

1.  Discuss  each  of  the  following  ones,  geographically 
and  industrially: 

a.  Wood. 

b.  Coal. 

c.  Petroleum. 

d.  Gasoline. 

e.  Gas. 

1.  Compare  each  for  the  home  as  to  cost,  conveni- 
ence, and  all  around  utility. 


—  135  — 


2.  Teach  how  to  read  gas,  electric  and  water  meters. 
2.  Now  treat  them  as  chemical  compounds,  by  going  into 
the  chemistry  of  their  principal  elements.   Then  discuss : 

a.  Carbon : 

1.  Experiment. 

2.  Discussion  of. 

b.  Oxygen : 

1.  Experiment. 

2.  Discussion  of. 

1.    Burning  or  Oxidation  : 

a.  Different  phenomena  of. 

b.  Matches. 

1.  Experiment. 

2.  The  physics,  chemistry  and  industrial  viewpoint  of. 

c.  Mouth  breathing. 

1.  Causes  of  and  how  to  cure. 

2.  Correct  breathing,  and  its  necessity. 

d.  Ventilation. 

1.  Experiment. 

2.  How  to  ventilate  the  schoolroom  and  how  to  venti- 
late our  homes. 

m.    Carbon  Dioxide: 

1.  Experiments. 

2.  Commercial  uses. 

3.  Our  foe  and  our  friend. 
II.    Food  and  Nutrition : 

a.  Importance  of. 

b.  The  body,  a  machine. 

1.  Cells. 

2.  Work  done. 

c.  Why  we  eat  so  much. 

d.  What  substances  must  the  foods  furnish? 

e.  Kinds  of  food: 


1. 

Carbohydrates. 

2. 

Fats. 

3. 

Proteins. 

4. 

Minerals. 

5. 

Water  (See  VIII  also). 

a. 

Necessity  of. 

b. 

Purity. 

c. 

Supply 

d. 

Work  done  by. 

f.    Where  do  foods  get  the  energy  they  contain? 

1.  Experiments. 

2.  Daily  fuel  needs  of  the  body: 

a.  Calory. 

b.  Nutritive  ratio. 


—  136  — 


c.  Work  this  out  for  each  home — i.  e.,  get  the  pupils 
to  do  it. 

g.  Varied  diet  and  need  of  bulky  foods. 

h.  Mistakes  in  buying. 

i.  When  and  how  to  buy. 

j.    Waste  in  buying  and  in  use. 
k.    Problems : 

1.  Select  enough  food  for  three  meals  for  five  people 
that  will  have  a  nutritive  ratio  of  1  to  6. 

2.  Keep  an  itemized  account  of  all  food  purchased  for 
your  home;  see  if  any  improvement  could  be  made  in 
quality  and,  at  the  same  time,  make  a  reduction  in  cost. 

1.  Cooking. 

1.  Changes  produced  by. 

2.  How  to  cook : 

a.  Vegetables. 

b.  Meat :  fry,  roast,  broil,  boil  and  stew,  soup. 

3.  Overcooking ;  the  double  boiler, 
m.    Preservation  of  foods : 

1.  Cold  storage. 

2.  Cellars. 

3.  Canning. 

4.  Preserving. 

5.  Drying. 

6.  Smoking. 

7.  Salting. 

n.    Meat  inspection  and  pure  food  laws, 
o.    Bacteria : 

1.  Experiments. 

2.  Spoil  food  and  cause  disease. 

3.  General  discussion  of. 

4.  How  they  cause  decay. 

5.  Ptomaine  poisons. 

6.  How  to  destroy, 
p.    Yeasts : 

1.  Experiments. 

2.  Prevalence  of. 

3.  Fermentation : 

a.  Putrefaction. 

b.  Alcohol. 

c.  Sour  milk  and  cheese. 

4.  Bread. 

Perform  experiments  and  treat  quite  fully  each  of  these, 
q.    Molds : 

1.  Experiments. 

2.  General  discussion  of. 

3.  Effect  of  mold  growth  on  food. 


r.    Sterilization  and  Pasteurization, 
s.    Baking  Powders  and  Soda: 

1.  Salts. 

2.  Baking  soda. 

3.  Baking  powders. 

4.  Sources  of  soda. 

t.    Substitutes  for  and  adulterants  of  foods. 

1.  Substitute  for  sugar. 

2.  Artificial  preparation  of  vinegar. 

3.  Butter — its  renovation,  etc. 

4.  Oleomargarine : 

a.  Experiments. 

b.  General  discussion  of. 

5.  Olive  oil  and  cottonseed  oil. 

6.  Adulteration  of  jellies  and  extracts. 

7.  Coloring  matter  in  foods. 

III.  Chemistry  of  Common  Things. 

a.  What  is  chemistry? 

What  has  it  done  for  us,  and  what  is  its  present  status 

b.  Molecules  and  atoms. 

c.  Acids  and  bases. 

1.  Experiments. 

2.  General  discussion  of. 

3.  Uses. 

d.  Neutral  substances — Tests. 

e.  Soap. 

1.  How  it  is  made?    Make  some. 

2.  How  it  cleans. 

f.  Washing  powders. 

g.  How  to  remove — stains,  grease,  point,  etc.,  from  cloth. 

h.  Hard  water. 

i.  Preservatives  and  Disinfectants. 

IV.  Bleaching,  Bluing,  Starching. 

a.  Experiment. 

b.  Natural  and  artificial  agents. 

c.  Chlorine  as  a  bleacher. 

d.  Bleaching  powder. 

e.  Commercial  bleaching. 

f.  Wool  and  silk  bleaching. 

g.  Why  color  returns. 

h.  What  blueing  is. 

i.  Good  and  poor  blueing, 
j.  Starch. 

a.  Source. 

b.  Experiments. 

c.  Uses  of. 


—  138  — 


V.  Dyes: 

a.  Sources;  b,  Commercial  importance;  c,  Wool  and  cotton 
dyeing;  d,  Selection  of  dyes;  e,  Indirect  dyeing;  f,  How 
variety  in  color  is  secured;  g,  Color  designs  in  cloth; 
h,  Visit  one  of  our  cleaning  and  dyeing  places  of  business. 

VI,  General  Review. 

— 8A— 

I.    Metals  used  in  the  home : 

a.    Value  and  sources  or  metals: 

1.  Correlate  with  geography. 

2.  Treat  from  the  home  and  commercial  standpoint. 

3.  Ores — how  refined.  Show  the  class  specimens  of  the 
ores. 

1.  Iron : 

a.  General  discussion  of. 

b.  Visit  a  foundry. 

c.  Report  on  a  visit  to  a  mine. 

d.  Visit  a  blacksmith  shop  and  ask  the  smith  to  tell 
you  about  welding  and  how  he  hardens  or  softens  a 
piece  of  steel. 

2.  Copper : 

a.  General  discussion  of. 

b.  Home  use. 

c.  In  a  mine  at  Miami,  Arizona. 

3.  Tin : 

a.  General  discussion  of. 

b.  Home  use. 

c.  Have  a  report  made  on  a  tin  mine  in  Wales. 
.4.    Zinc : 

a.  A  visit  to  a  mine  in  Joplin,  Mo. 

b.  Home  use. 

c.  Present  importance. 

d.  General  discussion  of. 

5.  Lead: 

a.  Visit  a  plumbing  contractor. 

b.  Used  in  the  house. 

c.  Industrial  importance. 

d.  General  discussion  of. 

6.  Alloys. 

7.  Aluminum : 

a.  Home  use. 

b.  Industrial  importance. 

c.  Discuss  the  source,  and  the  extracting  plant  in 
East  St.  Louis.    Show  some  raw  material. 

8.  Characteristics  of  metal. 


—  139  — 


II.  Oils,  Paints,  Varnishes  and  Creosote. 

a.  Why  we  use  them. 

b.  What  are  they,  or  out  of  what  are  they  made? 

c.  Ask  a  master  painter  or  a  contractor  to  give  your  class 
a  talk  on  the  practical  side  of  the  work.  Ask  him  or  an- 
other contractor  to  give  the  class  a  talk  on  the  vocational 
side,  or  the  good  and  bad  points  of  the  trade. 

III.  Electrical  Appliances  and  Machines, 
a.    Something  about  electricity. 
Electrification  by  friction : 

1.  Experiment. 

2.  Discussion  of. 

c.  Lightning  rods. 

d.  Current  electricity. 

e.  Electrical  units. 

f.  The  simple  electric  cell. 

g.  The  dry  cell. 

h.  Magnetic  field  about  a  current. 

i.  The  electromagnet. 

j.    The  common  electric  bell, 
k.    The  telegraph. 
1.    The  wireless  telegraph, 
m.    Electric  lights, 
n.    The  telephone, 
o.  Problems. 

1.  In  the  above  topics,  wherever  possible,  begin  each 
with  one  or  more  experiments. 

2.  Where  is  the  best  place  to  be  during  a  thunder  storm? 
Why? 

3.  How  many  volts  and  amperes  are  used  by  your  elec- 
tric lamps  at  home  ?    V  X  A=W. 

4.  Examine  your  electric  bell  and  push  button.  Explain 
how  they  work. 

5.  Does  a  telephone  carry  sound?  Explain. 

6.  Explain  how  trolley  cars  run. 

7.  Explain  the  electric  iron  and  electric  stove. 

8.  Explain  the  electric  fan  and  the  washing  machine. 

IV.  Light: 

a.  Sources  of — natural  and  artificial. 

b.  What  it  does  for  us. 

c.  Intensity  of  light. 

1.  Experiment. 

2.  Law  of  decrease. 

d.  Reflection  and  refraction  of. 

1.  Experiments. 

2.  Discussion  of. 

e.  What  it  is  and  how  it  travels. 


—  140  — 


f.  Indoor  illumination. 

g.  First  or  early  artificial  light. 

1.  Torches. 

2.  Oil. 

c.  Candles. 

h.  How  lamps  make  light. 

i.  Gas  burners;  mantles;  fluted  glass  reflectors, 
j.    The  Tungsten  lamp. 

k.    The  eyes  are  sensitive. 
1.  Eyestrain, 
m.    Light  should  come  from  overhead, 
n.    Indirect  light, 
o.    The  magic  of  the  sun. 
p.    The  camera, 
q.    Light  and  disease, 
r.    Light  and  growing  plants, 
s.  Color. 

1.  Primary  and  complementary. 

2.  How  and  why  colors  change. 

3.  The  rainbow. 

4.  Color  blindness, 
t.    Problems : 

1.  Is  the  earth  a  source  of  light?  Explain. 

2.  What  weather  conditions  produce  a  rainbow? 

V.  Simple  Machines: 

a.  What  is  a  machine?   Make  a  list  of  those  in  your  home. 

b.  Evolution  of  machines. 

c.  Define:  1,  energy;  2,  force;  3,  work;  call  for  examples 
of  each. 

d.  Develop  the  formula:  W=fXd  (w=work,  f=force; 
d=distance). 

e.  Unit  of  work. 

f.  The  lever: 

1,  definition;  2,  examples;  3,  classes;  4,  uses;  5,  laws 
(formulas)  ;  6,  problems. 

g.  The  inclined  plane. 

h.  The  wedge  and  (I)  screw, 
j.    The  pulley. 

k.    Wheel  and  axle. 

VI.  Water  wheels  and  wind  mills: 

a.  Trace  the  electricity  we  use  back  to  where  it  is  generated. 
Tell  us  about  the  plant. 

b.  Ask  at  the  Gas  and  Electric  office  if  they  will  send  a  man 
to  the  Junior  High  School,  to  talk  on  a  turbine  water 
wheel,  and  how  theirs  are  installed  at  Keokuk. 


—  141  — 


c.  Tell  about  the  beauty  of  Niagara  Falls,  and  the  wonders 
of  its  power  plants. 

d.  Make  a  pin  wheel  and  explain  its  action. 

e.  Describe  a  wind  mill. 

f.  Describe  a  gas  engine. 

g.  Explain  the  steam  engine. 

Ask  a  dealer  to  give  the  class  a  talk  on  the  two. 

VII.  Water  or  liquid  pumps: 

a.  Their  use  to  us. 

b.  How  the  air  aids  in  pumping. 

c.  The  siphon: 

1.  Experiment. 

2.  Explanation  of. 

3.  Practical  use. 

d.  The  common  pump. 

e.  The  force  pump. 

f.  The  bicycle  pump: 

1.  Kind  of  pump? 

2.  Take  outs  its  valve  and  explain  its  action. 

VIII.  Our  City  Water  Supply.    (See  "II"'  also), 
a.    Problems : 

1.  Visit  the  source  of  our  supply  and  study  the  plant, 
or  call  on  the  superintendent  of  the  Belleville  district  to 
give  you  a  class  talk  or  a  talk  at  his  office. 

2.  Water:  The  value  of  our  system  and  the  necessity 
of  its  purity. 

3.  How  our  supply  is  purified. 

4.  How  our  supply  reaches  us. 

5.  Why  it  costs  so  much. 

6.  Well:    How  to  have  good  ones. 

IX.  Clothing: 

a.  Uses  of. 

b.  Kinds  of. 

1.  Cotton,  woolen,  linen,  silk,  leather,  fur,  and  adul- 
terant. 

a.  By  experiments  give  tests  that  will  help  the  pupils 
to  distinguish  each  kind  and  its  adulterants. 

b.  Discuss  each  from  the  standpoint  of  efficiency,  cheap- 
ness, and  esthetic  quality. 

c.  Bad  effects  of  tight  clothing — shoes  included. 

d.  Proper  amount  of  clothing. 

e.  Color  and  dyes. 

f.  Proper  way  and  time  and  place  for  wearing  furs,  mufflers, 
rubber  coats  and  overshoes. 

X.  Emergencies : 

a.    General  directions. 


—  142  — 


b.  Unconsciousness. 

1.  Fainting. 

2.  Apoplexy. 

3.  Convulsions  or  fits. 

4.  Sunstroke  and  heat  exhaustion. 

5.  Suffocation:  Drowning,  smothering,  hanging,  and 
gas-poisoning. 

a.  Treatment — Sylvester  method. 

b.  After  or  later  treatment. 

c.  Injuries. 

d.  Poisons : 

1.  Symptoms. 

2.  General  treatment. 

3.  Kinds. 

a.  Give  symptoms  and  treatment  for  each  of  the  follow- 
ing: (a)  acids;  (b)  Alkalies;  (c)  narcotics;  (d)  veno- 
mous bites  and  stings;  (e)  ivy. 

e.  Snake  bites  and  chiggers. 
XL    Meat,  fish  and  eggs: 

a.  How  can  you  tell  the  fresh  from  the  stale? 

b.  Determine  the  fresh  eggs  by  experiments. 

c.  Tell  how  to  preserve  eggs. 

d.  Which  are  the  best  parts  of  meat?  Why? 

e.    Tell  how  to  cook  the  cheaper  meats  so  that  they  will  be 
palatable. 

f.  Name  three  or  four  of  the  best  kinds  of  fish. 

Reference  Books. 

1.  Clarke : — An  Introduction  to  Science. 

2.  Elhuff: — General  Science. 

3.  Barber: — First  Course  in  General  Science. 

4.  Snyder : — First  Year  Science. 

5.  Pease : — A  First  Year  Course  in  General  Science. 

6.  Caldwell-Eikenberry-Pieper : — General  Science. 

7.  Wiley :— Health  Reader. 

8.  Conn  and  Budington : — Advanced  Physiology  and  Hygiene. 

9.  Ritchie: — Primer  of  Sanitation  and  Physiology. 

10.  Walker: — Anatomy,  Physiology  and  Hygiene. 

11.  Rowell : — Introduction  to  General  Science  with  Experiments. 

12.  Fall: — Elementary  Science. 

13.  Hesler: — The  First  Year  of  Science. 

14.  The  encyclopedias,  geographies,  botanies,  astronomies,  and 
articles  and  objects  in  our  Museum. 

15.    Hodgson: — Elementary  General  Science. 


HEALTH  HABITS. 

GRADE  I. 

General  suggestions :  Give  the  pupils  every  opportunity  for  free 
expressions ;  let  them  tell  their  own  experiences,  but  be  sure  that  the 
talking  is  not  confined  to  two  or  three  children  only.  Have  pupils 
make  up  health  slogans.  Place  one  on  board  for  each  week  for  read- 
ing exercise.  Do  not  allow  any  deviation  from  your  rules  of  courtesy 
when  they  have  once  been  given,  and  for  that  reason  work  on  one 
thing  at  a  time,  gradually  building  up  good  habits. 

September : 

1.  Parts  of  body;  head,  trunk,  limbs;  parts  of  head. 

2.  Care  of  body ;  bathe,  how ;  wash  face,  neck,  ears,  how ;  brush 
and  comb  hair ;  care  of  eyes ;  cleaning  teeth,  how  and  why. 

3.  Swat  flies,  why? 

4.  How  to  address  teacher;  greeting,  good  morning. 

October: 

1.  Parts  of  limbs;  elbow,  wrist,  knee,  ankle. 

2.  Continue  2  and  3  of  September. 

3.  How  to  dress ;  care  of  clothes  at  night. 

4.  Courtesies;  please,  thank  you,  excuse  me,  pardon  me. 

November : 

1.  Work  of  hands  and  feet;  care  of  same;  nails,  clothing  of 
hands  and  feet. 

2.  Continue  2  and  3  of  September. 

3.  How  to  clean  hands  and  care  of  nails. 

4.  Manners  in  yard,  in  ranks,  in  room,  at  board. 

December: 

1.  Use  of  bones  and  muscles;  correct  carriage  of  body. 

2.  Standing  and  sitting,  why?  Exercise. 

January: 

1.  Review. 

February : 

1.  Use  and  care  of  trunk ;  proper  breathing ;  fresh  air  in  house 
in  winter  months. 

2.  Review  1,  2,  and  3  of  September. 

March : 

1.  Exercise,  why ;  rest,  why ;  sleep,  fresh  air. 

2.  Review  4  of  September. 

April : 

1.  Swat  flies,  why?   Prevention  of  flies. 

2.  Drinks,  good  water,  avoid  ice  water. 

3.  Review  3  and  4  of  October. 


—  144  — 


May: 

1.  Care  of  voice.   Kinds  of  voices.   Courtesy  infuse  of  voice. 

2.  Review  3  and  4  of  November  and  2  of  December. 

June: 

General  review. 

GRADE  B. 

Read  outline  for  Grade  I. 

September : 

1.  Form  right  habits,  why  ?  Regular  meals ;  no  eating  between 
meals ;  regular  bathing ;  regular  sleeping  hours ;  regular  study  periods. 

2.  Eating  habits ;  chew  food  well. 

3.  Teeth;  what  they  are  for;  what  causes  decay;  cleaning. 

October: 

1.  Continue  discussion  of  importance  of  right  habit. 

2.  Kind  of  food  we  need;  milk,  meat,  eggs,  vegetables,  bread, 
fruits,  sugar  (candies  should  be  eaten  with  meals). 

3.  When  eat ;  when  not. 

November : 

1.  What  we  should  drink  and  not  drink;  water,  milk  not  ice- 
cold  ;  not  much  soda  water ;  no  tea,  coffee. 

3.  Cleanliness — necessity  for  clean  water  and  food ;  food  should 
be  covered,  why? 

December: 

cold;  not  much  soda  water;  no  tea,  coffee. 

ventilated  rooms,  day  and  night ;  avoid  use  of  public  drinking  cups ; 
don't  use  other  people's  towels;  keep  pencils  and  all  things  but  food 
and  drink  out  of  mouths ;  stay  away  from  people  who  have  colds. 

January : 
Review  of  four  months'  work. 

February : 

,  1.  Treatment  of  colds — stay  away  from  other  people,  stay  in 
bed;  if  severe,  accompanied  by  fever  or  sore  throat,  call  doctor. 

2.  Care  of  skin  and  hair.  Bathing.  How  wash ;  how  often  wash 
hair  f 

March : 

1.  How  to  take  care  of  nails,  cleaning,  cutting;  when  clean — 
while  hands  are  soft  from  washing;  things  not  to  do  with  nails, 
scratching,  putting  in  mouth,  biting,  breaking. 

2.  Care  of  feet,  and  nails ;  proper  fitting  shoes. 

3.  How  to  keep  hands  from  chapping. 

April : 

1.  Clothing,  why  needed ;  different  kinds  of  peoples  of  different 
climes.    When  best  warm  clothing — flannels  and  woolens;  best  for 


—  145  — 


outer  wear;  cotton  best  for  underwear.  How  to  dress  for  inclement 
weather. 

2.  Care  of  body  when  chilled  by  sudden  changes  of  weather — 
rain,  cold. 

May: 

1.  Living  out  of  doors;  play  out  doors;  do  not  play  hard  right 
after  eating ;  what  play  does  for  a  child ;  kinds  of  games ;  right  atti- 
tude of  fairness  in  play.  Continue  talk  on  formation  of  right  habits. 

•  (Based  partly  on  Woods  Hutchinson's  outline  for  Primary 
Grades.)  Teachers  supplied  with  Woods  Hutchinson's  "The  Child's 
Day." 

GRADE  III. 

Read  works  for  Grades  I  and  II. 

September : 

1.  Review  parts  of  body.    (Gr.  I.) 

2.  Organs  of  body,  heart  and  lungs,  stomach,  intestines,  liver, 
kidneys.  Locate. 

3.  Courtesies :   Cleanliness  and  neatness  first. 

October: 

1.  Use  of  the  organs.  Stomach  and  intestines  receive  food  and 
prepare  it  for  use;  heart  keeps  blood  moving  through  body;  lungs 
take  in  oxygen  from  air,  clean  blood ;  kidneys  take  waste  out  of  blood 
and  carry  to  bladder. 

2.  Care  of  public  property.  Avoid  throwing  paper,  peelings, 
cores,  etc.,  on  street,  in  yards;  whittling  and  scratching  buildings, 
fences ;  writing  or  scribbling  on  same,  or  in  books ;  care  of  books ;  how 
to  open  new  ones ;  books  not  carry  alls ;  keep  clean ;  return  borrowed 
books. 

November : 

1.  Care  of  organs ;  body  dependent  on  health  of  all  these  parts. 
(Illustrate  by  telling  story  or  reading  poem  "The  wonderful  One- 
Hoss  Shay").  Give  lungs  plenty  of  room;  sleep  in  fresh  air;  keep 
down  dust ;  breathing  exercises ;  harm  of  mouth  breathing ;  adenoids : 
enlarged  tonsils.   Heart — avoid  violent  exercises. 

2.  Conduct  at  school ;  manner  of  greeting  classmates ;  teachers ; 
forms  of  address;  good-bye;  interrupting  those  who  speak;  service 
in  school,  to  each  other  and  to  teacher;  sympathy — unkind  to  laugh 
at  mistakes,  etc.;  new  pupils,  reception  of;  rich  and  poor;  when 
schoolmates  are  ill;  boys'  conduct  towards  girls  and  women;  girls 
and  boys  to  older  people;  raising  hats;  walking  without  shuffling; 
look  straight  in  the  eyes  ;use  "Excuse  me"  or  "Pardon  me"  when 
necessary;  avoid  pouting,  teasing,  boasting,  whining,  crowding  and 
pushing  at  doorways  or  on  cars. 


December : 

1.  Care  of  skin;  keep  clean;  change  wet  clothes  for  dry;  dress 
warmer  in  cold  weather ;  wear  shoes  that  fit ;  sensible  heels.  Carriage 
of  body — how — importance  of  erect  position.  Exercise. 

2.  Make  posters  on  courtesy,  manners, 'hygiene,  cleanliness. 

January : 

General  review. 

February : 

1.  Importance  of  forming  good  habits — habits  our  masters — be- 
gin now  to  form  those  that  you'll  not  need  to  break.  Habits  to  culti- 
vate. Exercise ;  sleeping  with  windows  open ;  swatting  the  fly ;  clean- 
liness of  body,  face  and  hands,  nails,  hair,  nose,  teeth,  mouth  (dirt 
causes  sores) ;  neatness;  proper  use  of  handkerchief;  use  of  individual 
drinking  cups,  combs,  towels  and  brushes ;  thoughtf ulness  for  the  old 
and  weak ;  courtesy  towards  one  another. 

Habits  to  avoid:  Keeping  mouth  open;  putting  things  into 
mouth;  blowing  nose  into  hand;  using  public  drinking  cups,  combs, 
towels,  brushes,  etc. ;  rubbing  eyes  with  hands ;  exchanging  books ; 
drinking  water  you  are  not  accustomed  to ;  kissing  on  the  mouth. 

2.  Make  paper  drinking  cups.   Posters  on  habits. 

March  and  April: 

1.  Needs  of  body,  air,  sunlight,  heat,  food.  Food,  kinds — build- 
ing, repairing,  giving  strength  and  heat.  Building — bread,  grains, 
peas,  beans,  cheese,  nuts.  Strength  and  heat :  Starches,  sugar,  fats, 
oils  in  potatoes,  wheat  bread,  corn  bread,  macaroni,  rice,  molasses, 
honey,  syrups,  butter,  milk,  oil,  lard,  meat. 

2.  Swat  flies.  Why?  Prevention  of  flies.  Sreening.  Mosqui- 
toes.  Prevention  of.   Care  of  yard  and  alley. 

May: 

1.  Mixed  diet  necessary ;  learn  to  eat  many  kinds  of  food ;  chew 
food  well ;  not  too  much  at  a  time ;  eat  regularly — not  between  meals ; 
drinks — cooled,  not  iced. 

2.  Number  2  of  February,  March  and  April. 

June : 

General  review. 

GRADE  IV. 

What  Good  Health  Means. 

It  pays  to  have  good  health.  Good  health  is  possible.  Health 
Problems. 

Health  Habits. 

The  foundation  of  health.  Making  habits.  Correcting  a  habit. 
Health  Problems. 


—  147  — 


Good  Posture  in  Standing. 

Standing  habits.  Cramping  the  machinery.  The  body's  frame- 
work. Habits  that  shape  the  framework.  How  to  stand  correctly. 
Guard  your  habits.   Health  Problems. 

Good  Posture  in  Sitting. 

Necessity  of  proper  kinds  of  chair.  A  good  sitting  position. 
Health  Problems. 

Good  Posture  in  Exercise  and  Work. 

Muscle  is  the  moving  power.  Use  of  muscles  makes  them  healthy. 
How  body  posture  affects  work  or  exercise.   Health  Problems. 

Health  and  Exercise. 

Necessity  of  exercise.  Self  acting  muscles,  and  exercise.  How 
to  exercise.   Poisoning  the  muscles.   Health  Problems. 

Health  and  Play. 

Play  is  a  health  habit.  Injurious  play.  Eules  for  play.  Outdoor 
sports.  Gymnastic  exercise.  Good  food  builds  good  muscles.  Health 
Problems. 

Sound  Hearts  and  Good  Blood. 

What  the  heart  is.  Circulation  of  the  blood.  The  red  cells  in 
the  blood.  The  white  cells  in  the  blood.  Importance  of  good  blood. 
Take  care  of  the  heart.  The  main-spring  of  the  body.  Health 
Problems. 

Outdoor  Life. 

Pure  air.    Sleeping  in  the  outdoor  air.    Health  Problems. 

Fresh  Air  Indoors. 

How  air  becomes  impure.  We  spoil  ten  barrelfuls  of  air  a  min- 
ute.   Changing  the  stale  air  indoors.   Health  Problems. 

Health  Habits  in  Breathing. 

Means  of  breathing.  The  lungs.  How  to  breathe  properly.  Ex- 
ercise makes  strong  lungs.  First  aid,  artificial  breathing.  Health 
Problems. 

Health  Habits  in  Sleeping. 

Body  is  repaired  while  we  sleep.  How  much  sleep  do  we  need? 
Kegular  habits  in  sleep.  Fresh  air.  The  pillow.  Healthful  sleep. 
Health  Problems. 

Health  Habits  in  Eating. 

Building  material.  The  body  resembles  an  engine.  Types  of 
food  material.  Work  of  digestion.  Health  rules  in  eating.  Eat 
slowly ;  eat  regularly ;  give  digestive  organs  a  rest ;  sleep ;  rest  before 
eating ;  eat  nourishing  food.   Health  Problems. 


—  148  — 


Health  Habits  in  Drinking. 

The  body's  need  for  water.  Pure  water  the  necessary  drink. 
Good  habits  in  drinking.  Fermented  drinks.  Alcohol  a  poison.  Soda 
fountain  drinks.   Health  Problems. 

The  Choice  and  Preparation  of  Food. 

The  food  plants  in  the  garden.  Grains.  Clean  fruit  and  vege- 
tables. To  wash  berries,  etc.  Preparing  foods  for  the  table.  The 
''appetite  juice."   Health  Problems. 

The  Care  of  the  Mouth. 

Starting  the  food  right.  The  teeth.  The  teeth  need  exercise. 
Bacteria  in  the  mouth.  Keeping  the  mouth  clean  and  the  teeth  sound. 
Bad  habit  and  bacteria.   Public  drinking  cup.   Health  Problems. 

The  Care  of  the  Skin. 

The  body's  perfect  garment.  Scarf  skin.  True  skin.  The  pores. 
How  the  skin  regulates  the  body  heat.  Skin  must  be  clean  to  be 
healthful.  Bathing.  Rules  for  the  cold  bath.  Hygienic  working. 
Washing  the  hair.    Caring  for  the  nails.    Health  Problems. 

Clothing  the  Body. 

Clothes  prevent  loss  of  heat.  Proper  amount  of  clothing.  Cloth- 
ing for  cold  weather.  Wet  clothing.  Importance  of  color.  Tight 
clothing  harmful.  Weight  of  the  clothes.  Clean  clothing.  Shoes. 
Health  Problems. 

Protecting  the  Body's  Health. 

Cause  of  sickness.  Germs.  Germs  enter  through  the  mouth. 
Guarding  against  contagion.  Tuberculosis,  the  deadly  disease..  Pre- 
venting tuberculosis.   Health  Problems. 

GRADE  V. 

What  it  Means  to  be  Clean. 

Cleanliness — First  Law  of  Health.  Necessity  of  freedom  from 
dirt  of  every  sort, — visible  and  invisible.  How  detect  dirt  which  is 
invisible. 

Dirt,  the  Cause  of  Much  Disease. 

Condition  of  Homes  Hundreds  of  Years  Ago.  Ventilation,  sur- 
roundings, habits  of  living.  Result — epidemics,  plagues. 

Cause  of  much  disease — germ.  Not  all  germs  harmul.  Condi- 
tions that  promote  growth  of  germs ;  food,  moisture,  warmth,  more  or 
less  darkness ;  rapidity  of  growth  under  favorable  conditions. 

What  can  we  do  to  avoid  effects  of  disease  germs?  Cleanliness 
of  all  things  with  which  we  have  anything  to  do.  Clean  habits,  clean 
places  in  which  to  live,  clean  air,  clean  food,  clean  water  to  drink, 
clean  streets,  clean  yards,  clean  cars,  clean  parks. 


—  149  — 


Why  people  who  observe  all  possible  rules  of  cleanliness  get  sick. 
Neglect  and  carelessness  of  others.  What  to  do  to  promote  habits  of 
cleanliness.    Civic  pride;  organizations;  cleaning-up  days. 

Value  of  cleanliness  in  ways  of  living.  Annual  loss  of  life  by 
typhoid  in  U.  S.  35,000.  Other  diseases  due  to  dirt  in  some  form  de- 
stroy thousands  of  persons  every  year.  Many  cases  of  illness  that  do 
not  prove  fatal.  Add  to  each  of  these  the  cost,  pain  and  discomfort 
the  diseases  bring. 

WHAT  DOES  SANITATION  MEAN? 
Health  in  the  City. 

Bad  housing  and  its  effects. 

Insufficient  air,  light  and  space. 

How  tenement  dwellers  spread  disease. 

How  tenements  have  been  made  healthful,  attractive  places. 

Bad  housing  and  its  effects.  Insufficient  air,  light,  and  space. 
No  less  than  500  human  beings  live  in  some  of  the  crowded  tenement 
houses  in  New  York  City.  Number  of  people  often  living  in  one 
small  room.  Only  about  one  in  four  of  the  rooms  in  such  a  building 
receives  any  sunlight. 

Housing  law  in  New  York.  Disease  frequent  in  crowded  tene- 
ments where  there  is  not  enough  light  and  air. 

How  tenement  dwellers  spread  disease.  How  tenements  have 
been  made  healthful,  attractive  places. 

How  one  person  careless  in  health  may  cause  others  a  great  deal 
of  harm.  People  who  supply  others  with  things  to  eat  and  drink  do 
very  great  harm  through  lack  of  care. 

Necessity  of  laws  in  city  and  villages  to  govern  matters  having 
to  do  with  health. 

"Cleaning  up"  days  in  a  city.  Necessity.  How  children  can 
help  to  keep  a  city  clean.  Every  person,  whether  young  or  old,  should 
help  to  make  his  city  a  healthful  place  in  which  to  live. 

Health  in  the  Country. 

Advantages  of  the  country  over  the  city.  Location  of  a  country 
home  in  order  to  be  most  healthful. 

One  way  to  determine  the  healthfulness  of  a  community.  Com- 
pare the  death  rate  in  the  country  and  in  the  city. 

Diseases  particularly  common  in  the  city ;  diseases  more  common 
in  the  country  and  small  towns  than  in  the  city.  Why? 

Disadvanages  of  the  country.  How  soil  is  likely  to  become  pol- 
luted. Necessity  of  providing  for  outflow  of  foul  fluids  from  compost 
heaps,  cesspools,  and  the  like. 

The  hookworm  disease.  Where  most  common ;  how  caused ;  how 
hookworm  gets  into  the  system ;  how  it  multiplies.  What  is  done  to 
get  rid  of  hookworm  disease. 


—  150  — 


Country  houses  often  lack  light  and  air.  It  is  not  necessary  to 
live  in  crowded  quarters  in  the  country. 

Why  do  some  people  object  to  living  in  the  country? 
Health  Problems. 

Making  One's  House  Beautiful. 

How  one's  home  surroundings  may  affect  his  health.  How  man 
built  his  early  home.  Why  we  need  sunlight  in  our  houses.  A  damp 
spot,  a  bad  place  to  build  a  house.  The  cellar,  the  part  of  the  house 
most  to  be  considered.    Health  Problems. 

Ventilating  the  House. 

Impure  air  causes  sickness.  Indoor  air  is  not  as  poor  as  outdoor 
air.  How  to  keep  indoor  air  fresh.  Heating  the  air.  How  to  use  the 
stove  properly.  Heating  the  air  properly.  Avoid  having  the  air  too 
dry  or  too  moist.    The  right  temperature  for  air.    Health  Problems. 

Lighting  the  House. 

Light  necessary  for  health.  How  to  obtain  plenty  of  light.  The 
value  of  light.  The  use  of  artificial  light.  How  to  clean  and  care  for 
a  lamp.  How  to  put  out  a  gaslight.  Electricty,  the  best  artificial 
light.   Health  Problems 

Cleaning  the  House. 

Keep  the  house  free  from  dust.  Many  things  help  to  make  dust. 
Dust  in  the  schoolroom.  Dust  is  the  home  of  many  germs.  How  to 
get  rid  of  dust.   Health  Problems. 

Caring  for  the  Wastes  of  the  House. 

Collection  of  refuse  a  menace  to  health.  The  two  classes  of  waste 
Using  organic  waste.  How  to  get  rid  of  useless  refuse.  Keep  the 
backyard  clean.   Disposing  of  kitchen  slops.   Health  Problems. 

Disinfecting  the  House. 

Why  houses  need  to  be  disinfected.  How  to  disinfect  a  house. 
Other  means  of  disinfecting.    Disinfecting  books.    Health  Problems. 

A  Disease  Carrier — The  House  Fly. 

Flies  are  germ  carriers.  Flies  spread  disease.  Precautions  to  be 
taken  against  flies.   How  to  get  rid  of  flies.   Health  Problems. 

A  Disease  Carrier — The  Mosquito. 

The  mosquito  spreads  disease.  How  mosquitoes  are  bred.  The 
Anopheles  and  the  Culex  mosquitoes.  How  we  know  that  mosquitoes 
spread  malaria.  The  malaria  test.  The  Stegomyia  spreads  yellow 
fever.  How  to  get  rid  of  the  mosquito.  Other  insects  that  spread 
disease.    Health  Problems. 

Pure  Water. 

The  bacteria  found  in  water.  Bacteria  spread  disease.  How  water 
may  be  purified. 


—  151  — 


Pure  Milk. 

Impure  milk  causes  disease.  Only  a  healthy,  well-cared  for  cow 
gives  good  milk.  Clean  methods  of  milking  are  necessary.  Milk 
should  be  kept  cool.  Certified  milk.  Pasteurized  milk.  Health 
Problems.  • 

Pure  Food. 

Adulteration  of  foods.  Harmful  coloring  matter  used  in  foods. 
Harmful  preservatives  used  in  foods.  Carlesless  handling  often  makes 
food  impure.   Health  Problems. 

Wasting  Health  and  Money. 
The  smoker  is  a  nuisance  to  others.   Tobacco  poisons  the  smoker. 
Laws  against  smoking.   The  lesson  China  learned.   Health  Problems. 
Enemy  of  Health  and  Happiness. 
Alcohol  injures  the  health.    Makes  unhappy  homes.  Makes 
paupers  and  criminals.   Helps  to  fill  insane  asylums.    Bad  accidents 
caused  by  alcohol.   The  fight  against  alcohol.   Health  Problems. 

Work  and  Health. 
Occupations  that  are  injurious.   Health  in  outdoor  work.  Indoor 
work  made  healthful.   Conditions  that  are  not  healthful.   Child  labor 
in  mines  and  factories.   Health  Problems. 

Common  Accidents. 
How  to  make  a  wound  stop  bleeding  .  How  to  treat  burns.  Fourth 
of  July  accidents.   To  remove  a  splinter.   The  treatment  of  a  person 
who  has  fainted.   When  something  lodges  in  the  throat,  eye,  or  nose. 
Bruises.   Bites  and  stings.    Health  Problems. 


HYGIENE. 

GRADE  VI. 
The  Value  of  a  Life. 

Human  vitality,  the  life  and  health  of  the  people,  is  a  highly  im- 
portant national  asset.  The  conservation  of  health  means  increased 
prosperity  and  happiness;  the  ability  to  do  more  work  and  to  do  it 
better.  The  economic  value  of  health.  Needless  loss  of  time  and 
money  through  preventable  sickness. 

The  commercial  value  of  a  human  life.  Value  of  a  man  to  his 
community  and  to  the  nation  is  determined  by  what  he  can  do;  and 
his  output  of  work,  physical  or  mental,  depends  very  much  upon  the 
condition  of  his  health.   "Minor  ailments"  prevent  perfect  health. 

The  duty  of  those  who  can  work.  Three  classes  of  people  whose 
hands  are  not  able  to  feed  them.  Those  who  can  work  must  feed  not 
themselves  only,  but  those  who  can  not  feed  themselves.  The  neces- 
sity for  increasing  the  length  of  the  period  of  work. 

The  "ruling  powers"  and  the  "servant  classes"  of  the  body. 
Amount  and  quality  of  the  work  that  the  "master  tissues"  are  able  to 


—  152  — 


accomplish  depends  very  much  upon  the  way  in  which  they  are  aided 
by  these  " servant  classes."  Brain  work  and  muscular  work.  Keep- 
ing up  vital  resistance.   Example  of  right  living. 

The  Benefits  of  Exercise. 

The  power  of  a  nation  very  largely  depends  upon  the  physical 
fitness  of  its  individual  citizens.  Olympic  games.  Effects  of  exercise 
on  the  muscles.  Enough  exercise  should  be  taken  daily  to  keep  the 
muscles  strong  and  flexible.  But  it  is  not  necessary,  nor  even  desir- 
able to  develop  the  muscles  until  they  become  very  massive  and  hard. 

Effects  of  exercise  on  the  joints  and  ligaments.  Spine  needs  ex- 
ercise in  order  to  keep  it  flexible.  General  benefits  of  exercise ; 
strengthens  and  develops  the  muscles ;  strengthens  the  heart  and  im- 
proves the  circulation  of  the  blood;  strengthens  the  lungs  and  in- 
creases the  vital  capacity;  the  skin  is  exercised;  effect  on  digestion 
is  marked ;  nerves  are  benefited ;  mind  and  character  are  influenced. 
Health  and  Symmetry. 

Exercise  should  be  enjoyable  in  order  to  be  of  greatest  benefit. 
Kinds  of  work  that  give  healthful  exercise  to  girls  and  boys.  The 
best  forms  of  exercise.  Estimating  the  amount  of  work  done  in  exer- 
cise. Taking  exercise  in  one's  room.  The  best  time  to  exercise.  How 
certain  kinds  of  work  cause  a  one-sided  development  of  the  body. 
What  should  be  done  to  insure  symmetrical  development  of  the 
muscles?   Corrective  exercises.   Health  Problems. 

Food  and  Efficiency. 

Uses  of  food.  The  building  material  of  the  body.  The  fuel  foods. 
Th  original  source  of  food.  The  amount  of  food  needed.  The  selec- 
tion of  food.  Natural  foods.  Values  of  raw  foods.  Benefits  from 
cooking  food.   Health  Problems. 

How  the  Body  is  Governed. 

The  chief  organ  of  the  body,  the  brain.  The  "centers"  in  the 
brain.  The  seat  of  the  mental  faculties.  Action  and  reaction.  Habits. 
The  influence  of  the  mind  on  the  muscles.  Effects  of  nerve  fatigue  on 
the  muscles.   Effects  of  nerve  fatigue  on  the  brain.   Health  Problems 

The  Mental  Faculties. 

Attention  and  interest.  Mental  activity,  a  safeguard.  Effect  of 
thinking  on  the  brain.  Good  nerves  and  brain  depend  upon  good 
blood.    The  effect  of  emotions  upon  the  body.    Health  Problems. 

Deceiving  the  Nerves  and  the  Mind. 

Effect  of  alcohol  upon  efficiency  of  the  body.  Lessening  courage, 
ambition,  and  working  power.  Lessens  working  capacity.  How  al- 
cohol affects  the  judgment.  Some  conclusive  experiments.  Effect  of 
alcohol  on  marksmanship.  Loss  of  time  through  sickness  caused  by 
alcohol.   Health  Problems. 


—  153  — 


Handicaps  in  the  Race  of  Life. 

Effect  of  use  of  tobacco.  A  stone  tied  to  one's  neck.  Overtaxing 
the  heart.  Unsteady  nerves,  and  dull  senses.  Worst  effect  of  all. 
Unsuspected  handicap.  Mischief  may  come  from  small  doses.  Caffein 
is  a  violent  brain  stimulant.  A  deadly  enemy  of  the  nerves  and  the 
mind.    Avoid  patent  medicines.    Health  Problems. 

How  the  Body  Renews  Itself. 

Keeping  "in  good  repair."  Sleep  for  body  building.  Changes 
in  the  circulation  during  sleep.  Dullness  due  to  tiredness.  Things 
that  prevent  sleep.  Bedlam  in  our  cities.  Preventing  noise.  The  ef- 
fect of  drugs  on  sleep.   Health  Problems. 

Germ  Plagues. 

Minute  forms  of  life.  The  work  of  microbes.  Microbes  produce 
disease.  The  germ  of  tuberculosis.  The  nature  of  tuberculosis.  The 
extent  of  tuberculosis.  The  spread  of  tuberculosis.  Killing  germs  of 
tuberculosis.  Other  means  of  preventing  tuberculosis.  Health 
Problems. 

Safety  First. 

Safety  First  rules  for  health.  General  directions.  Rules  of  health 
in  tuberculosis. 

The  work  of  Grades  IV,  V,  and  VI  in  Hygiene  is  based  on  the 
O'Shea-Kellogg  Health  Series. 

JUNIOR  HIGH  SCHOOL. 

Hygiene  and  Sanitation. 

Based  on  Ritchie's  Primer  of  Hygiene  and  Sanitation. 
We  are  awakening  to  the  fact  that  we  must  preserve  our  health 
and  build  up  the  strength  and  resistance  of  our  bodies,  if  we  are  to 
live  useful  and  happy  lives.  There  is  no  happiness  where  there  is  no 
health;  and  life  without  happiness  is,  at  best,  but  a  bare,  tragical 
existence. 

Personal  hygiene  and  community  sanitation  are  receiving  much 
more  attention  just  now  than  they  ever  did  before  at  any  time.  Cities 
throughout  the  civilized  world  are  alive  to  the  necessity  of  obtaining 
pure  water  and  unadulterated  foods.  Everywhere  strict  rules  and 
quarantine  are  being  enforced,  streets  are  being  kept  clean,  garbage 
removed,  and  sewage  disposed  of.  The  fight  against  disease  is  no 
longer  an  individual  affair.  One's  personal  health  is  only  partially 
under  his  own  control.  His  eating,  drinking,  sleeping,  breathing,  and 
handling  of  his  own  body  are  about  all  of  the  important  things  he  is 
directly  responsible  for.  The  great  things  that  make  for  health  are 
community  or  governmental  problems. 


—  154  — 


OUTLINE. 

— 7B— 

Based  on  Ritchie's  Primer  of  Sanitation  and  Physiology — 
World  Book  Co., 

Lesson  I. 

Talk  to  the  pupils  about  their  health  today,  yours,  their  folks' 
and  our  community's. 

Lesson  II. 

a.    The  Possibilities  of  Good  Health  (pp.  213-2;  8,446-454). 

1.  Good  health  is  the  natural  normal  state.   Emphasize  this 
throughout  the  course. 

2.  See  note,  p.  219.   Also  p.  227. 

Lesson  III. 

The  Human  Body  and  its  Cells. 

a.  Laboratory  work,  pp.  226-227. 

b.  Animal  and  plant  cells. 

Lesson  IV. 

Why  the  Study  of  Disease  Germs  is  important, 
a.    Bacterial  culture,   (Bergen's  Foundations  of  Botany,  pp. 
237-239). 

Lesson  V. 

Disease  Germs  and  How  they  Get  into  the  Body. 

Lsson  VI. 

The  struggle  between  the  Body  and  the  Germs. 

Note : — At  the  end  of  every  chapter  in  the  Primer  of  Sanitation 
are  points  to  be  remembered.  Not  only  are  they  to  be  remembered, 
but  practiced  until  they  become  life  habits. 

Lesson  VII. 

Bacteria. 

a.  Report  on  experiment  assigned  in  Lesson  IV  above. 

b.  The  Skin  and  Bacteria. 

c.  The  Pus-forming  Bacteria. 

d.  Tetanus  (lockjaw). 

Lesson  VIII. 
The  Lungs  and  Respiration. 

a.  Anatomy  of  the  Lungs. 

1.    Experiments  110  and  111,  p.  214  Blaisdell's  Practical 
Physiology. 

b.  Physiology. 

1.    Experiments  115  and  120,  Blaisdell's  Practical  Physiology. 

c.  Hygiene. 

1.  Chapters  IX,  p.  33 ;  and  VI,  p.  265. 

2.  Note  ' '  Suggestions, ' '  p.  271. 


—  155  — 


Lesson  IX. 

Ventilation. 

Experiments.    (See  reference  books)  also  p.  281. 

Lesson  X. 

Diphtheria.    Emphasize  the  preventive  and  avoidance  measures 
of  every  disease  listed  in  the  course,  each  under  its  proper  head, 
t.    Dr.  E.  Jenner  and  Louis  Pasteur. 

a.    Antitoxin  and  vaccine,    b.    Ask  our  school  physician  to 
give  us  an  untechnical  talk  at  our  General  Exercises, 
c.    Hutchinson :  ' '  Community  Hygiene. ' ' 
Lesson  XI. 

Pneumonia. 

Lesson  XII. 

a.  Tuberculosis. 

b.  Consumption : 

1.  How  to  prevent. 

2.  Treatment  of ;  open  air  schools ;  Sanitoria,  etc. 

Lesson  XIV. 

a.  Dust  and  Germ  Diseases. 

b.  What  preparation  to  use  in  sweeping  floors  of  public  build- 
ings.   (P.  73,  footnote.) 

Lesson  XV. 
a.    The  Alimentary  Canal. 

1.  The  Anatomy  of  the  Intestines. 

2.  Diseases  of  the  Intestines. 

a.  Typhoid  Fever  (Chapters  XVII  and  XX). 

b.  Diseases  caused  by  Relatives  of  the  Typhoid  Germ. 

c.  Diarrhea  and  Intestinal  Pains. 

d.  Intestinal  Worms.    (See  p.  135  and  Lesson  XXI.) 

Lesson  XVI. 

a.  The  Need  of  an  Abundance  of  Pure  Water. 

b.  Chapter  XX,  and  Chapter  XXIII  of  Woods  Hutchinson's 
Community  Hygiene. 

c.  Test  for  pure  water.    Also  for  clean  milk. 

Lesson  XVII. 

a.  Other  Bacterial  Diseases: 

1.  Meningitis ;  Bubonic  Plague. 

2.  Sore  Eyes — simple  preventives  and  cure. 

3.  Rheumatism ;  Cholera. 

4.  Leprosy;  Mumps. 

b.  Bacterial  Diseases  of  Plants  and  Animals. 

Lesson  XVIII. 

a.  Protozoa.    (Fuller  treatment  in  Lesson  XX.) 

b.  Mosquitoes  (Chapter  XXIV)  and 
1.    Malarial  fever,  and 


—  156  — 


2.    Yellow  fever, 
c.    Tell  about  Drs.  Walter  Reed  and  Ross  and  Surgeon  General 
Gorgas. 

Lesson  XIX. 

a.  Smallpox. 

1.  Review  "  Lesson  X". 

2.  Efficiency  of  Vaccination. 

3.  Points  to  remember,  page  177. 

Lesson  XX. 

a.    Other  Protozoan  Diseases. 

1.  Hydrophobia. 

2.  Chronic  Dysentery. 

3.  Measles,  Chicken  Pox. 

4.  Scarlet  Fever. 

Lesson  XXL 

a.    Intestinal  Worms. 

1.  Tapeworms. 

2.  Hookworms. 

Lessons  XXII. 

a.  Importance  of  Sanitation: 

1.    Ask  President  of  Board  of  Health  to  give  the  class  or  the 
school  at  a  General  Exercise  a  talk  on  the  above. 

b.  What  is  our  city  doing  now  about  sanitation? 

c.  Public  sanitation  (p.  171,  Chapter  33). 

Lesson  XXIII. 

a.  The  Housefly. 

b.  The  Rat  and  Mouse  (Hutchinson's  Community  Hygiene,  pp. 
230-232). 

c.  Cats  and  Tramps  (Hutchinson's  Community  Hygiene,  pp. 
247). 

Lesson  XXIV. 

a.    Disinfection : 

1.  Physical  agents. 

2.  Chemical. 

3.  Efficient  up-to-date  methods  of.    (Ask  our  school  phy- 
sician to  give  us  a  talk  at  General  Exercises.) 

4.  If  possible,  give  the  pupils  a  chance  to  apply  their 
knowledge. 

Lesson  XXV. 

a.    Unhygienic  Habits. 

1.    Make  a  strong  attempt  to  get  the  children  to  break  them- 
selves of  the  bad  habits  discussed  on  pp.  164-170. 


—  157  — 


2.    Safety  First  :— 

a.  Ask  Safety  First  Society  for  a  General  Exercise  talk. 

b.  See  pp.  226-271,  Hutchinson's  Community  Hygiene. 

— 7A— 

Lesson  I. 

Form  your  class  into  a  Junior  High  School  Health  Society.  Elect 
a  President  and  a  Secretary.  The  President  should  appoint  the  fol- 
lowing committees: 

a.  Committee  of  three  (3)  on  Playground  Cleanliness. 

b.  Committee  of  three  (3)  on  Basement  Tidiness. 

c.  Committee  of  three  (3)  on  Room,  Hall  and  Stairway  Clean- 
liness. 

d.  Committee  of  one  (1)  on  Room  Ventilation. 

Each  committee  to  serve  one  month.  The  President  and  Secretary 
to  serve  two  and  a  half  months. 

It  is  the  duty  of  every  member  of  the  committees  1,  2,  or  3  to  re- 
port offenders  against  cleanliness  to  the  President  of  the  Health  So- 
ciety, who  will  kindly  try  to  enlist  the  offender  for  team-work  in 
making  our  school  second  to  none  in  tidiness  in  our  great  state. 
Should  the  President  fail  to  win  over  the  offender  against  cleanliness, 
it  is  his  duty  to  call  a  meeting  of  the  Society,  during  a  recitation 
period  (the  teacher  being  an  active  member  of  the  Society),  and  put 
the  matter  up  to  the  class. 

Lesson  II. 

a.  The  Framework  of  the  Body. 

b.  The  Skeleton. 

1.  Show  the  skeleton  and  teach  the  names  of  the  principal 
bones. 

2.  Structure  of  Bone. 

a.  Show  parts  of  long  bone  and  assign  experiments  on 
p.  237  and  Experiments  3  and  4  on  p.  23  of  Blaisdell's 
Practical  Physiology. 

3.  Lead  the  children  in  working  out  four  or  five  uses  of  the 
skeleton. 

Lesson  III. 

a.  Joints. 

1.  Get  one  at  the  meat  market.    Explain  structure,  move- 
movement,  and  strength. 

2.  Name  and  locate  the  different  kinds. 

3.  Discuss :    a.  Dislocation  and  treatment ;  b,  Sprains  and 
their  treatment;  c.  Broken  bones  and  first  aid. 

b.  Problem:  What  ought  each  pupil  do  about  his  bones  and 
joints  now?  Answer  fully  and  carefully  and  then  set  about 
doing  it. 


—  158  — 


Lesson  IV. 

a.  The  Muscles  and  Carriage  of  the  Body. 

1.  Experiments  17  and  18,  pp.  59  and  60  (Blaisdell). 

2.  Discussion,  pp.  238-250.    Pay  particular  attention  to 
Suggestion  on  p.  250. 

b.  "Exercise  is  the  price  of  health. "  Prove  this  statement,  and 
then  set  about  studying  the  effect  of  exercise  upon — 

1.  Muscles;  2.  Important  organs;  3.  Personal  appearance. 

c.  Effect  of  unsuitable  or  excessive  exercise.    Give  some  ex- 
amples you  know  of. 

d.  Value  of  Play.    Discuss  in  particular — 

1.    Walking,  running,  jumping,  skating,  swimming,  rowing, 
bicycling,  and  other  outdoor  games, 
f.    Physical  Exercises  in  School  and  Athletics. 

1.  Ask  some  authority  to  give  us  a  talk  on  these  at  the  Gen- 
eral Exercises.   See  our  reference  books  also. 

2.  Practical  points  about  physicial  exercises.    (See  Blais 
dell,  pp.  94  and  95.) 

Lesson  V. 

a.  The  Heart  and  the  Circulation  of  the  Blood. 

b.  Emphasize  the  anatomy,  physiology,  and  hygiene  of  the 
heart,  but  do  little  with  the  circulation. 

c.  Explain  the  heart  by  means  of  the  model  we  have. 

Lesson  VI. 

a.    Adenoids  and  Colds. 

1.  Show  the  class  an  adenoid. 

2.  Why  should  they  be  removed?  (See  Suggestions  p.  294.) 

3.  Discuss  pp.  282-294. 

Lesson  VII. 

a.    The  Skin. 

1.  Its  structure. 

2.  Its  functions. 

3.  Baths  and  bathing.  Swimming  pools. 

4.  Clothes  and  clothing.    (See  p.  256,  Blaisdell,  for  miscel- 
laneous hints.)    Our  textbook,  pp.  295-302. 

5.  The  hair: 

a.    Its  proper  care. 

6.  The  nails: 

a.  How  to  prevent  ingrowing  nails. 

b.  How  to  cure  ingrowing  nails. 

Lesson  VIII. 
a.    The  Nervous  System. 

1.  Show  our  charts  and  explain  them. 

2.  Show  the  model  of  the  brain  and  explain  it. 

3.  Discuss  pages  303-313. 


—  159  — 


4.  Give  special  lesson  to  Acquired  Reflexes  and  Education, 
and  one  to  Habits. 

5.  Emphasize  the  care  of  the  nervous  system.    See  pp.  314- 
320.    Also  Wiley,  pp.  432-446. 

Lesson  IX. 

a.    The  Eyes. 

1.  Explain  the  structure  of  the  eye  by  using  our  model  for 
illustrative  purposes. 

2.  Discuss  pages  321-333,  emphasize  327-332. 

Lesson  X. 

a.    The  Ear. 

1.  Show  and  explain  the  model  of  the  ear. 

2.  Discuss  pages  334-337;  emphasize  pp.  338-339;  pp.  414- 
417  (Wiley)  ;  pp.  337-338,  Book  III  (Conn). 

Lesson  XL 

a.    The  Organs  of  Touch,  Taste  and  Smell. 

Lesson  XII. 

a.  Foods  and  why  we  Need  Them  (pages  347-356).  This  is 
Chapter  XV  of  Primer  of  Physiology  and  it,  with  Chapters 
Chapters  XVI,  XVII,  XVIII,  deal  with  the  food  question  and 
the  organs  that  are  involved.  The  chapters  are  very  good 
and  may  be  richly  supplemented  from  our  reference  books, 
especially  Wiley's  Health  Reader,  and  Conn's  Physiology  and 
Health,  Book  II. 

b.  Experiments. 

1.  Experiment  with  the  Proteids : 

a.    Numbers  31-34,  p.  116,  Blaisdell. 

2.  With  Starch: 

a.    Numbers  35,  36-38,  39-40,  41,  pp.  116-117,  Blaisdell. 

3.  With  Milk: 

a.    Numbers  44-46,  47-48,  49,  51-52,  p.  118,  Blaisdell. 

4.  With  Sugar: 

a.    Numbers  53,  54  (same  reference  as  "c"). 

5.  Digestion  Experiments: 

a.  Numbers  56-57,  p.  127,  Blaisdell. 
b|  Numbers  58-59,  p.  133,  Blaisdell. 
c.    Numbers  60,  61,  p.  142,  Blaisdell. 

6.  Absorption : 

a.  Experiment  15,  Bergen's  Elements  of  Botany,  p.  35. 

b.  Discuss  the  absorption  of  liquids  by  root-hairs  and 
lining  membranes  of  stomach  and  intestines. 

7.  Additional  Experiment  (see  pp.  167-168,  Blaisdell). 
a.    Experiments  76,  77,  80,  83  and  84. 

8.  Pay  particular  attention  to  Suggestions  offered  on  p.  33. 
Also  to  proper  chewing  of  foods.   If  there  is  anything  in 


—  160  — 


this  course  worth  teaching  and  worth  dwelling  upon  un- 
til it  becomes  a  grounded  habit  in  the  children,  it  is  this 
habit. 

9.  Emphasize  the  necessity  of  a  varied  diet,  the  time  to  eat, 
the  amount  of  food  needed,  and  table  manner.  Also,  good 
cooking.  How  to  cook  will  be  given  in  the  Domestic 
Science  Course. 

Lesson  XIII. 

The  Teeth. 

a.  Show  skull  with  teeth. 

b.  Have  a  pupil  to  imbed  a  tooth  in  sealing-wax  on  top  of  a 
spool,  and  then  grind  or  file  down  to  show  inside  structure. 

c.  In  addition  to  pp.  394-408,  discuss  their  structure ;  emphasize 
Suggestions,  p.  408. 

Lesson  XIV. 

Tobacco  and  Alcohol. 

a.  Two  very  important  and  very  difficult  subjects  to  teach.  Read 
the  latest  reliable  reports  of  investigations  made. 

b.  Emphasize  the  facts  known.   Also  Suggestion  on  p.  420. 

Lesson  XV. 

Accidents. 

a.  What  to  do  till  the  doctor  comes. 

b.  Teach  how  to  apply  bandages. 

c.  See  Suggestions,  p.  444,  especially  the  first  two  sentences. 

Lesson  XVI. 

a.  Public  Sanitation,  pp.  171-176. 

b.  Duties  of  Governments  as  to  Sanitation,  pp.  177-186. 

Lesson  XVII. 

a.  Practical  Sanitation. 

b.  A  new  kind  of  disease  germ. 

1.  Infantile  Paralysis. 

2.  Trachoma. 

Lesson  XVIII. 
New  Discoveries  in  Regard  to  Germ  Diseases. 

Lesson  XIX. 

a.  By  practicing  the  lesson  you  have  learned  on  this  course,  so 
that  you  will  grow  up  to  be  strong  healthy  citizens. 

b.  You  have  learned  what  healthful  conditions  are.  You  have 
learned  this  at  public  expense,  and — as  a  loyal  progressive 
citizen — you  owe  it  to  the  community  to  do  your  part  to  help 
make  our  city  as  attractive  and  healthful  as  possible. 

c    Read  pp.  276-289,  Hutchinson's  Community  Hygiene. 


—  161  — 


Lesson  XX. 

Let  us  organize  our  classes  into  Belleville  Junior  High  School 
Health  Clubs.   The  aims  and  work  will  be  explained  to  them  in  class. 

LABORATORY  MATERIAL  AND  REFERENCE  BOOKS. 

1.  Fischer's: — Report  on  National  Vitality,  its  Wastes  and  Con 
servation  (Secretary  of  Committee  of  100  on  National  Health,  105 
East  22nd  Street,  New  York  City). 

2.  Ritchie,  Jno.  W. — The  Adventures  of  the  Starch  Family  (The 
World  Book  Company,  Yonkers,  New  York,  will  furnish  a  copy 
free). 

3.  Fischer  and  Fisk : — How  to  Live  (Funk  and  Wagnalls),  au- 
thorized by  the  Hj'gienic  Reference  Board  of  the  Life  Extension  In- 
stitute and  recommended  by  J.  W.  Ritchie. 

4.  Reports  of  the  Boards  of  Health — State  and  City. 

5.  Metropolitan  Life  Insurance  Company's  Pamphlets  on  Pre- 
ventable Diseases. 

6.  Hutchinson's: — Community  Hygiene. 
Wiley 's : — Health  Reader. 

8.  Conn : — Physiology  and  Health,  Book  II. 

9.  Conn  and  Budington : — Advanced  Physiology  and  Hygiene. 

10.  Hough  and  Sedgwick: — The  Human  Mechanism,  Part  11,  pp. 
291-540. 

11.  Peabody,  J.  E. : — Laboratory  Exercises  in  Anatomy  and 
Plr^siology. 

12.  Eddy,  W.  H. : — Experimental  Physiology  and  Anatomy. 
13.    Blaisdell : — Practical  Phyiology. 

14.  Colton  : — Physiology,  Briefer  Course. 

15.  Colton  : — Practical  Physiology. 

16.  Government  Bulletins. 


DRAWING. 

KINDERGARTEN. 

1.  Drawing  with  crayola  and  chalk. 

a.  Products  of  garden,  field  and  wood. 

b.  Illustrate  stories  and  rhymes. 

c.  Decorate  cutting. 

2.  Cutting  : 

a.  Freehand,  circles,  animals,  etc. 

b.  On  line,  napkins,  doilies,  rugs,  for  houses  built  of  blocks. 

c.  Paper  dolls. 

3.  Color.   Teach  with  beads  and  balls  and  things  children  wear. 

a.  Work  out  simple  patterns  with  beads,  seeds  and  leaves. 

b.  Designs  for  rugs,  etc. 

c.  Decorate  paper  doll  dresses. 


—  162  — 


4.  Simple  landscape,  sky  and  grass. 

5.  Clay: 

a.  Cakes  and  pies. 

b.  Products  of  garden ;  spherical  forms. 

c.  Kitchen  utensils. 

6.  Paper  folding.    Simple  folding,  requiring  no  cutting. 

7.  Weaving.    Slates  and  oilcloth. 

GRADE  I. 

1.  Drawing  with  crayola  and  chalk. 

a.  Incidents  and  stories  from  imagination  and  memory. 
Farm  life.    Make  a  farm  book. 

b.  Flowers,  vegetables,  products  of  farm  and  garden. 

c.  Animals,  four  forms,  and  two  bird  forms  from  memory. 
The  human  figure  in  different  positions  using  action  lines. 

d.  Landscape  .  Sky,  grass,  background. 

2.  Color.  Rainbow  dolls.  Stained  glass.  Recognition  of  six 
chief  colors. 

3.  Cutting: 

a.  Freehand.    Circles,  squares,  animals. 

b.  On  line.  Same. 

c.  Dolls.    Farm  implements.  Toys. 

4.  Folding.  Boxes.  Booklets.  Work  based  on  the  16  folded 
squares. 

5.  Weaving.  Slats  and  oilcloth.  Paper  weaving.  Simple 
designs. 

6.  Clay.   Animals  on  farm.   Fruits.  Vegetables. 

7.  Design.   Simple  ryhthmic  arrangements.  Borders. 

8.  Construction  of  simple  houses,  barns,  fences,  etc.,  for  use  on 
sand  table  in  connection  with  history  work. 

GRADE  II. 

1.  Illustrating  with  chalk,  crayola  and  pencil,  stories,  poems. 
Indian  and  Eskimo  life,  weapons,  homes,  toys,  etc. 

2.  Human  figure,  action  lines. 

3.  Animal  and  bird  forms.  Review  work  of  Grade  I  and  add 
add  two  more  of  each. 

4.  Landscape  in  more  detail.    Spring,  fall  and  winter  types 

5.  Indian  and  Eskimo  landscape. 

5.  Two  tree  shapes  from  memory. 

6.  Rhythmic  arrangement. 

a.  Print  all  letters  of  alphabet  using  straight  lined  letters 

b.  Invent  decorative  units. 

c.  Correct  mounting,  margins;  spaces  pleasing. 

7.  Cutting,  weaving,  etc.,  for  special  days:  Thanksgiving, 
Christmas,  New  Year,  Valentine  Day,  Washington's  Birth- 
day, Easter,  April,  May  Day,  Arbor  Day,  Decoration  Day. 


—  163  — 


Clay.    Work  based  on  history  and  nature  study. 
Booklets.    Indian  and  Eskimo.    Plants.  Animals. 

GRADE  III. 

Typical  landscapes  of  Japan,  Holland,  the  Desert,  Mountain 
and  tree  forms. 

Illustration  of  stories,  poems,  compositions. 
Human  figure  to  express  different  actions. 
Add  to  list  of  bird  and  animal  forms — see  1st  and  2nd  grade 
work. 

Two  more  tree  forms.  Ability  to  recognize  and  draw  at  least 
five  leaf  forms. 

Booklets  of  Japan.  Holland,  the  Desert,  Leaves,  Trees,  Belle- 
ville, Homes,  Conveyances.    "Keep  Clean,"  etc. 
Design.    Rhythmic  arrangement  of  units,  spaces.    Print  let- 
ters of  alphabet  various  sizes. 

Paper  construction  work  for  use  on  sand  table  for  special 
occasions. 

GRADES  IV,  V  AND  VI. 

The  work  of  drawing  should  be  of  the  free  self  expressive  type. 
Opportunity  for  development  of  this  type  of  work  should  be  furnished 
in  illustrations  of  poems  and  stories,  events  in  history,  life  forms  and 
apparatus  in  experiments  in  general  science,  landscapes  in  geography, 
and  local  interests  and  activities. 

Motivation  is  offered  in  abundance  and  variety  of  work  in  con- 
struction. 

GRADE  IV. 

For  object  drawing  use  studies  from  nature  with  pencil  and 
water  colors  as  mediums. 

Nature  studies;  grasses,  weeds,  fruits,  flowers,  plants,  trees  and 
foliage. 

Illustrative  drawings  in  pencil  and  water  colors.  Simple  land- 
scape in  light  and  dark  tones;  in  color.  Studies  based  on  stories  and 
events  from  subject  matter  in  this  grade. 

Construction.  Pocket  for  report  card.  Booklet  for  study  of 
general  science,  history,  language,  etc.  Booklet  in  connection  with 
holidays.    Folder  for  drawings,  compositions. 

Plan  appropriate  designs  for  covers  for  booklets  and  folders. 

GRADE  V. 

Studies  from  nature  in  pencil  and  colors.  Use  flowers,  foliage, 
plants,  trees,  fruits,  and  vegetables.  Study  for  truth  as  to  facts  in 
growth,  general  shape,  relation  and  size  of  parts. 

For  illustrative  drawing  use  scenes  from  literature  and  other 
subject  matter  of  the  grade ;  landscape  work  from  nature.    In  land- 


—  164  — 


scape  work  give  attention  to  relative  sizes  and  distances;  principal 
and  subordinate  masses. 

Construction.  Pocket  for  report  card.  Folder  for  drawings, 
compositions.  Booklet  for  poems,  memory  gems,  study  of  history, 
general  science,  etc.    Booklet  in  connection  with  holidays. 

Plan  appropriate  designs  for  covers  of  booklets  and  folders. 

GRADE  VI. 

Studies  in  pencil  and  color  on  flowers,  fruits,  vegetables,  plants, 
trees  and  foliage.  Give  attention  to  growth,  shape,  relation  and  size 
of  parts. 

Use  scenes  from  literature  and  other  subject  matter  for  illustra- 
tive work.  Landscape  work  in  pencil  and  color.  Give  attention  to 
placing  of  objects  in  relation  to  foreground,  middle  distance,  dis- 
tance ;  principal  and  subordinate  masses. 

Construction.  Pocket  for  report  card.,  Booklet  for  poems 
memory  gems,  study  of  general  science,  language,  history,  etc.  Book- 
let in  connection  with  holidays. 

Posters — Lettering  mottoes,  etc. 

Plan  appropriate  designs  for  covers  of  booklets  and  folders. 

JUNIOR  HIGH  SCHOOL. 

Art  and  Design. 

Everyone  who  turns  out  a  fine  product  is  an  artist,  be  the  product 
a  ditch  with  straight  smooth  walls;  spotlessly  clean,  dry  dishes;  or  a 
statue  of  Liberty,  or  a  Madonna.  This  thought  is  an  invaluable  ideal 
for  the  teacher  and  the  children,  and  one  that  the  teacher  should  do 
all  in  her  power  to  fix  in  the  minds  of  the  children.  Good  work  is 
artistic  and  gives  the  workman  pleasure ;  ordinary  work  and  poor 
work  are  inartistic,  and  are  anything  but  pleasurable. 

The  aesthetic  side  of  every  subject  is  worthy  of  careful  consid- 
eration, for  the  present  age  is  one  which  desires  things  beautiful.  For 
this  reason  the  child  is  to  be  brought  to  realize  that  the  beautiful 
really  exists.  He  must  be  led  to  appreciate  the  beauty  of  nature,  by 
studying  plants,  animals,  and  landscapes.  It  was  the  father  of  Millet 
who  gave  him  his  first  lesson  in  art  by  calling  his  attention  to  the 
wonders  and  beauties  in  the  growth  of  plants,  and  to  the  beautiful 
in  sunsets. 

Art  can  be  made  practical  by  taking  it  directly  into  everyday 
life.  The  home  should  not  only  be  comfortable  and  attractive,  but 
every  object  in  the  home  may  be  an  expression  of  good  taste,  possess- 
ing simplicity,  harmony,  and  beauty.  It  was  Raphael's  home  environ- 
ment that  gave  him  impressions  of  a  true  art  when  he  was  but  a  child. 

The  girl  who  sees  the  beauty  in  a  flower  may  sketch  it.  Then  a 
motive  which  serves  as  a  unit  for  border  or  other  design,  may  be 
taken  from  the  leaf,  flower,  bud,  or  seed-pod.    The  unit  in  turn  may 


—  165  — 


be  used  as  a  stencil  for  ornamenting  objects  made  in  the  class  or  in 
the  home,  where  it  may  serve  as  a  design  for  a  table-runner,  phi 
cushion,  curtains,  or  pillow  tops. 

Then  follows  the  use  of  color  in  design,  the  ability  to  make 
pleasing  combinations. 

The  boy  who  has  learned  to  letter  well,  finds  it  a  very  useful  ac- 
complishment. In  school  there  are  always  events  of  interest  to  be 
posted  in  the  halls  and  offices,  or  printing  to  be  done  as  class  work. 
At  home  there  are  packages  to  be  addressed,  labels  to  be  printed,  or 
invitations  to  be  made.  For  such  purposes  neatly  drawn  and  care 
fully  spaced  letters  are  better  than  writing.  They  are  more  easily 
read  and  have  a  decorative  quality.  What  better  motive  can  we  give 
a  child  than  to  make  drawing  and  art  practical — a  part  of  his  every- 
day life? 

Do  everything  in  your  power  to  develop  in  the  children  an  ar- 
tistic consciousness.  No  work  is  to  be  done  without  there  is  a  proper 
incentive  for  doing  it.  Drawing,  designing,  or  the  making  of  any 
bit  of  work  must  not  be  done  just  to  be  doing  something. 

Say  little  about  " perspective"  and  the  "vanishing  point".  Get 
the  pupils  into  the  habit  of  constantly  asking  themselves:  Does  it 
look  right? 

Study  the  lives  of  Millet  and  Corot.  Pupils  of  this  grade  should 
be  familiar  with  the  people  of  the  fields  of  the  former  and  the  land- 
scape of  the  latter.  They  should  have,  also,  a  living  interest  in  the 
work  of  our  best  American  painters.  Even  caricature  should  not  be 
tabooed. 

A  few  good  points  on  Presentation  of  a  Drawing  Lesson  are 
given  on  page  315  of  Rapeer's  Teaching  Elementary  School  Subjects 

OUTLINE  OF  COURSE  IN  ART  AND  DESIGN. 
— 7B— 

1.  Plant  study  in  pencil. 

a.  Petunia,  Brown-eyed  Susan,  Knotweed,  crab  grass,  Cu- 
cumber, Apple.  After  sufficient  drill  draw  some  of  these 
forms  from  memory. 

b.  Autumn  leaves  in  color. 

c.  Make  a  motive  from  one  of  the  plant  forms  for  decora- 
tion for  future  use. 

2.  Lettering — Alphabet  and  Arabic  numerals.    Enough  drill 
should  be  given  to  enable  children  to  do  freehand  lettering. 

3.  Construction  and  decoration.    Construct  large  paper  pocket 
Use  decorative  design  of  plant  motive  and  letter  the  project. 

4.  Landscape  work  in  connection  with  geography  and  other 
subjects. 

5.  Thanksgiving  problem.  Booklet  with  designs  taken  from  pre- 
vious work. 


—  166  — 


6.  Stencil  patterns — Design  and   make  a  stencil  pattern  for 
future  use.    Make  simple  cross-stitch  patterns.  Christmas 
problem,  applying  one  of  the  patterns.   Projects;  waste  bas 
ket,  table-runner,  pin  cushion,  fancy  bag,  handkerchief  case 

7.  Drawing  of  selected  objects  to  show  general  structure. 

a.  Fore-shortened  circle  above  and  below  the  eye. 

b.  Rectangular  objects  above  and  below  the  eye.  Cube, 
box,  book,  basket. 

c.  Curvilinear  objects. 

d.  Objects  with  spouts  and  handles.  Discuss  and  illustrate 
the  principle  of  perspective. 

8.  Color  study: 

a.  Color  scale. 

b.  A  color  scale  of  red  family — violet  red,  red,  orange  red. 
Teach  each  color  in  a  similar  way. 

9.  Easter  problems.  Easter  booklet  with  design  and  lettering 
in  color. 

10.  Study  of  animal  forms — dog,  cat,  horse,  chicken,  cabbage 
butterfly. 

11.  Represent  human  beings  in  action  using  skeleton  lines. 

— 7A— 

1.  Plant  study  in  pencil. 

a.  Morning  Glory,  Gaillardia,  a  common  grass,  cocksfoot, 
pepper,  pear.  Some  of  the  forms  should  be  drawn  from 
memory. 

b.  Autumn  leaves  in  color. 

c.  Make  a  motive  from  one  of  the  plant  forms  for  decora- 
tion for  future  use. 

2.  Lettering — Alphabet  and  Arabic  numerals.  Drill  should  lead 
to  freehand  lettering. 

3.  Construction  and  Decoration.  Construct  large  paper  pocket. 
Use  decorative  design  and  letter  the  project. 

4.  Landscape  work.  Study  good  types  of  landscapes  in  class. 
Sketch  landscapes  in  connection  with  other  subjects. 

5.  Thanksgiving  problem.  Booklet  with  appropriate  design  and 
letters. 

6.  Stencil  patterns — Design  and  make  a  stencil  pattern  for 
future  use.  Make  cross-stitch  and  beading  patterns.  Christ- 
mas problems.  Apply  one  of  the  patterns.  Stencil  pattern  on 
crash,  table-runner,  waste  basket,  pin  cushion,  or  pillow  top, 
fancy  bag,  handkerchief  case. 

7.  Object  drawing — Rectangular  solids. 

a.  The  cube,  box,  book,  basket. 

b.  The  cylinder,  cone. 

c.  Objects  with  spouts  and  handles. 
Review  the  principle  of  perspective. 


—  167  — 


8.  Easter  problem.   Easter  card  in  color,  with  lettering. 

9.  Color  study — Color  scales. 

10.  Study  of  animal  forms — cow,  goat,  goose  or  duck,  canary, 
wasp.   Learn  to  draw  some  from  memory. 

11.  a.    Represent  human  beings  in  action,  using  skeleton  lines, 
b.    Groups  of  persons  in  action. 

In  both  classes  encourage  pupils  to  collect  materials  suitable 
for  our  work,  and  for  exhibition  purposes ;  such  as  reproduc- 
tions of  good  pictures,  post  cards,  photographs,  sketches,  and 
designs  and  clipping  from  art  magazines. 
Encourage  and  direct  children  to  read  books  and  magazines 
on  Art. 

Reference  Books  and  Illustrative  Material. 

a.  1.    How  to  Judge  a  Picture — Van  Dyke. 

2.  How  to  Enjoy  a  Picture — Emery. 

3.  How  to  Interpret  a  Picture — Sawel. 

4.  Principles  of  Home  Decoration — Wheeler. 

5.  Talks  on  Drawing,  Painting,  Making  and  Decorating — 
Colby. 

6.  Legends  of  the  Madonna — Jameson. 

7.  How  to  Study  Pictures — Caffin. 

8.    How  to  Study  Pictures  of  Children — Hurll. 
9.    Art  Lovers'  Treasury — Thompson. 
10.    Applied  Drawing — Brown. 

b.  Juvenile  Books. 

1.  The  Art-Literature  Readers — Atkinson,  Mentzer  &  Grover. 

2.  The  Little  Louvre;  or  the  Boys'  and  Girls'  Gallery  of 
Pictures. 

3.  Text  Book  of  Art  Education. 

c.  Magazines. 

1.  The  International  Studio. 

2.  The  Art  World. 

3.  Art  and  Achaeology. 

d.  Prints  in  Greek  and  Roman  Sculpture. 

Most  of  the  above  named  material  can  be  found  in  the  Belle- 
ville Public  Library. 


—  168  — 


GAMES  AND  RHYTHMIC  EXERCISES. 

KINDERGARTEN,  GRADES  1,  2,  AND  3. 

Pop  Goes  the  Weasel. 

"A  penny  for  a  spool  of  thread, 
A  penny  for  a  needle, 
That's  the  way  the  money  goes, 
Pop  goes  the  weasel." 

Form  circle  not  taking  hands.  One  child,  the  weasel,  goes  inside 
and  skips  during  singing  of  song.  The  rest  clap  on  word  pop.  The 
weasel  then  selects  another  and  the  two  skip  together  during  singing. 
On  pop  they  select  another.  The  three  join  hands,  skip  in  a  circle, 
and  on  pop  the  third  one  in  passes  under  arch  made  by  the  other 
two.    This  one  is  then  the  first  weasel  for  another  game. 

Two  or  more  weasels  may  start  together  if  the  group  is  large. 

Suggestions  for  Rhythmic  Exercises. 

1.  March  forward  8  steps. 

2.  Clap  8  times. 

3.  Skip  8  counts. 

4.  Clap  8  times. 

5.  Turn  around  and  skip  8  in  opposite  direction. 

6.  Clap  8  times. 

7.  Walk  backward  8  steps. 

8.  On  toes  8  steps. 

9.  Clap  8  times. 
10.  Stamp  8  times. 

Bohemian  Children's  Polka. 

1.  Dance  a  little  partner,  dance  a  little  partner 

2.  And  then  stand  still. 

3.  Dance  a  little  partner,  dance  a  little  partner 

4.  And  then  stand  still. 

5.  Turn  around  now 

6.  And  make  your  bow. 

Line  1.  Take  partner's  hands  and  skip  to  right  (of  outside 
partner). 

Line  2.    Stand  still. 

Line  3.    Skip  to  left. 

Line  5.    Turn  partner  around. 

Line  6.    Bow  to  partner. 

Inner  players  step  to  left  for  new  partners. 


—  169  — 


Sallie  Go  Round  the  Stars. 

"Sally  go  round  the  stars, 
Sallie  go  round  the  moon, 
Sally  go  round  the  chimney  pots 
On  a  Sunday  afternoon." 

Hold  hands  forming  a  circle.  Skip  to  right.  At  close  of  rhyme 
jump  and  say  whoop.   Same  to  left. 

Now  With  Your  Hands. 

"Now  with  your  hands  go  clap,  clap,  clap, 
Now  with  your  feet  go  tap,  tap,  tap, 
Now  have  a  care  my  partner  there 
Or  in  our  fun  you'll  have  no  share." 

Walk  forward  with  partners  while  singing  first  two  lines,  clap 
three  times,  line  one;  tap  three  times  with  foot  on  line  two.  Turn 
and  face  partner  on  line  three  shaking  right  and  left  finger.  Turn 
partner  rapidly  on  last  line. 

Danish  Dance  of  Greeting. 

"Clap  and  bow,  clap  and  bow, 
Tramp,  tramp,  turn  around  now, 
Clap  and  bow,  clap  and  bow, 

Tramp,  tramp,  turn  around  now." 

Partners  clap  and  bow  to  each  other,  and  then  turn  and  clap  and 
bow  to  the  one  on  the  other  side.  Tramp  right,  then  left,  then  turn 
around.  Repeat.  Then  clasp  hands  and  run  to  right  sixteen  steps, 
turn,  and  run  to  left  sixteen  steps. 

Open  the  Gates. 

"We'll  open  the  gates  as  high  as  the  sky 
And  let  King  George  and  his  men  pass  by." 
Repeat. 

All  take  hands  and  walk  around  in  a  circle  during  singing  of 
above.  Then  the  gates  hold  up  hands,  and  King  George  (the  first  one 
next  to  the  gates)  starts  running  through,  holding  hands,  all  singing 
*>ame  two  lines  faster.  When  all  are  through  King  George  and  next 
one  are  the  gates. 

The  Thread  Follows  the  Needle. 

a.  Children  stand  in  two  lines  of  not  more  than  8  each.  One 
line  is  goods,  the  other  line  needle  and  thread.  The  players  in  the 
goods  line  stand  one  behind  another,  well  spaced.  The  needle  and 
thread  players  take  hands  and  wind  in  and  out  of  the  other  line.  Then 
the  needle  and  thread  line  becomes  goods,  and  the  goods  line  become 


—  170  — 


needle  and  thread  and  repeats  the  sewing  in  and  out.  When  this  is 
done  all  players  take  hands  and  circle  around  singing,  and  jump  up 
on  last  note. 

Play  the  game  walking  at  first.  Try  running  after  the  game  has 
been  learned. 


The  children  form  in  a  line  holding  hands.  The  last  one  in  line 
starts  the  game  walking  under  arms  of  the  first  two,  the  line  follow- 
ing. The  first  two  face  in  opposite  direction  as  the  line  passes  under, 
and  as  they  keep  hands  joined,  they  stand  with  arms  crossed  across 
the  chest  forming  a  chain  stitch  with  their  crossed  arms.  The  line 
continues  around  and  the  next  time  passes  between  numbers  two  and 
three.  Continue  until  all  the  players  are  turned  in  opposite  direction. 
At  a  signal,  children  turn  under  arms  unravelling  the  chain,  and  the 
game  may  repeat. 


1.  uO  do  you  know  the  muffin  man,  the  muffin  man,  the  muffin  man, 

2.  0  do  you  know  the  muffin  man  that  lives  in  Drury  Lane  ? 

3.  0  yes  I  know  the  muffin  man,  the  muffin  man,  the  muffin  man, 

4.  0  yes  I  know  the  muffin  man  that  lives  in  Drury  Lane. 
5      Two  of  us  know  the  etc.  , 

Repeat  0  do  you  know 
0  yes  I  know — 
Then,  Four  of  us  know — 
Repeat  until  Eight  of  us  know. 
Then,  All  of  us  know. 

Form  a  circle  not  holding  hands.  Singing  line  1,  the  leader  skips 
up  to  one  in  circle  and  does  some  simple  exercise  as,  a  balance  step, 
a  clap,  or  other  simple  thing  continuing  it  during  line  2.  The  one 
who  is  addressed,  singing  lines  3  and  4  does  what  leader  does,  and 
on  lines  5  arid  6  both  skip  around.  On  the  repeat  each  one  stands  in 
front  of  another  and  goes  through  same  procedure.  Then  the  four  do 
same.  When  there  are  eight,  they  sing  "All  of  us  know — "  as  they 
circle  together,  and  then  go  back  to  places. 


b. 


The  Thread  Follows  the  Needle. 

'The  thread  follows  the  needle, 
The  thread  follows  the  needle, 
In  and  out  the  needle  goes 
As  mother  mends  the  children's  clothes. 


The  Muffin  Man. 


Looby  Loo. 


1. 
2. 
3. 
4. 


Here  we  go  Looby  Loo, 

Here  we  go  Looby  Light, 

Here  we  go  Looby  Loo 

All  on  a  Saturday  night.    Whoop ! 


I  put  my  right  hand  in, 

I  put  my  right  hand  out, 

I  give  my  right  hand  a  shake,  shake,  shake, 

And  turn  myself  about. 

(Left  hand;  two  hands;  right  foot;  left  foot; 
whole  self.) 

Form  a  circle  and  Avalk  to  right  singing  song — first  four  lines. 
Stoop  and  whoop  at  the  word  whoop.  Put  right  hand  in,  out,  shake 
it,  and  turn  around  as  words  indicate.  Repeat  whole  thing,  taking 
left  hand  next,  then  both  hands,  and  so  on. 

I  Went  to  Visit  a  Friend  One  Day. 

1.  I  went  to  visit  a  friend  one  day, 

2.  She  only  lived  across  the  way, 

3.  She  said  she  couldn't  come  out  to  play, 

4.  Because  it  was  her  washing  day. 

Play  the  game  rather  informally.  All  walk  up  to  center  on  lines 
1  and  2,  shaking  finger  on  2.  Shake  head  on  line  3  and  imitate  wash- 
ing on  line  4.  Go  back  to  places  playing  washing  during  remainder 
of  song.  Ironing,  sweeping  and  such  things  may  be  played,  ending 
the  game  by  singing  this : 

"I  went  to  visit  a  friend  one  day, 
She  only  lived  across  the  way. 
She  said  she  could  come  out  to  play 
Because  it  was  her  playing  day. 
This  is  the  way  she  played  away, 
This  is  the  way  she  played  away. 
She  said  she  could  come  out  to  play 
Because  it  was  her  playing  day ! 
Decide  on  what  the  play  is  to  be  and  act  that  out. 

Adopt  above  to  a  Santa  Claus  Game. 

"I  went  to  visit  old  Santa  one  day, 
He  lived  so  very  far  away. 
He  said  we  might  come  in  and  play 
With  all  the  toys  he  made  that  day. 
This  is  the  way  we  played  away, 
This  the  way  we  played  away. 
He  said  we  might  come  in  and  play 
With  all  the  toys  he  made  that  day. 

(Have  children  divide — two  sides.  One  side  acts  out  one  toy, 
the  other,  another.) 


—  172  — 


My  Dolly. 

"This  is  the  way  my  dolly  walks, 
This  is  the  way  she  walks  you  see. 
Repeat. 

This  is  the  way  my  dolfy  runs, 
This  is  the  way  she  runs  you  see. 
Repeat. 

This  is  the  way  my  doll  can  dance, 
This  is  the  way  to  dance  you  see. 
Repeat. 

This  is  the  way  my  dolly  talks, 
This  is  the  way  she  talks  you  see, 
Ma-ma-ma-ma-ma. 

I'm  Very,  Very  Tall. 

"I'm  very,  very  tall, 

I'm  very,  very  small, 

Sometimes  tall,  sometimes  small, 

Guess  which  I  am  now!" 
Children  stand  in  circle,  with  one  in  center  who  covers  eyes. 
Some  one  in  the  circle  tells  which  they  are  to  be — tall  or  small — at 
the  end  of  the  game.  As  they  sing  "I'm  very,  very  tall",  they  all 
stretch  up  as  high  as  they  can.  When  singing,  "I'm  very,  very  small ' ', 
they  make  themselves  as  tiny  as  possible.  They  stretch  up  again  as 
they  sing  slowly — "sometimes  tall",  and  down  with  "sometimes 
small."  After  a  very  short  pause  while  the  one  named  at  the  be- 
ginning of  the  games  give  the  signal  for  them  all  to  be  either  tall  or 
small,  they  sing  quickly,  ' '  Guess  which  I  am  now ! ' 9 

One  Little,  Two  Little. 

One  little,  two  little,  three  little  children, 

Four  little,  five  little,  six  little  children, 

Seven  little,  eight  little,  nine  little  children, 

ten  little  boys  and  girls. 

All  join  hands  and  skip  together. 

All  join  hands  and  skip  together 

Ten  little  boys  and  girls. 

Ten  little,  nine  little,  eight  little  children, 

Seven  little,  six  little,  five  little  children, 

Four  little,  three  little,  two  little  children, 

One  little  child  goes  home. 

Children  form  circle.  A  leader  stands  in  center  and  points  to 
those  he  wants  to  come  in  as  all  sing  one  little,  two,  etc.  Then  the 
ten  take  hands  and  circle,  skipping  as  they  sing  "All  join  hands!" 
Then  leader  points  out  those  who  are  to  go  home  as  all  sing,  "Ten 


—  173  — 


iittle,  nine/'  etc.  The  leader  must  be  sure  to  get  only  nine  besides 
himself  into  the  inner  circle,  or  there  will  be  more  than  enough  to  go 
home.   Play  it  faster  as  children  become  more  skilled  in  it. 

Our  Shoes  are  Made  of  Leather. 

"Our  shoes  are  made  of  leather, 
Our  stockings  are  made  of  silk, 
Our  pinafores  of  calico 
As  white  as  any  milk. 
Here  we  go  around  and  around, 
Here  we  go  around  and  around, 
Till  our  frocks  all  touch  the  ground." 

A  Hunting  We  Will  Go. 

"0,  a  hunting  we  will  go, 
A  hunting  we  will  go, 
We'll  catch  a  little  fox 
And  put  him  in  a  box, 
And  then  we'll  let  him  go." 

Something  like  Virginia  Reel.  First  couple  clasp  right  hands 
and  skip  down  between  lines  and  back  again,  then  leads  off  skipping 
and  all  other  couples  follow.  Leaders  stop  and  form  an  arch,  all 
others  pass  under,  and  then  the  next  couple  starts  all  over  again. 

Harvest  Danoe. 

Face  partners  in  a  circle. 

1.  Three  stamps, 

2.  Three  claps, 

3.  Turn  to  right  (turn  around)  8  steps. 

4.  Three  stamps, 

5.  Three  claps, 

6.  Turn  to  left — 8  steps. 

7.  Take  hands  of  partner  and  glide  16  right. 

8.  Same  left. 

To  "Irish  Washwoman." 

Four  couple  arranged  this  way: 

aa 

b 

b 
b 

b 

a  a 

All  have  hands  on  hips. 

1.  The  a's  skip  toward  each  other  one  couple  between  the  other. 
Turn  and  skip  back — 8  counts  each  way. 

2.  The  b's  do  same. 


—  174  — 


3.  The  a's  skip  toward  each  other,  take  hands  and  skip  in  circle, 
and  back  to  places  in  8  counts. 

4.  The  b's  do  same. 

5.  All  join  hands  and  skip  in  circle  dropping  away  from  circle 
and  out  of  game  by  the  time  music  ends.  , 

■ 

Hey,  Little  Lassie. 

1.  "Hey,  little  lassie,  will  you  have  me? 

2.  Here's  gloves  to  wear  if  you  will  have  me. 

3.  I'm  from  the  east,  you're  from  the  west, 

4.  I've  wooden  shoes,  you've  leather  shoes. 
7.  Pull  in  different  ways  will  we 

6.  As  those  who  don't  agree. 

7.  Pull  in  different  ways  will  we 

8.  This  I  do  see. 

Partners  face  each  other  in  a  circle. 

Line  1.    Hands  on  hip,  bow. 

Line  2.    Extend  hands  toward  partner. 

Line  3.    Turn  slightly  extending  right  arm  for  east;  same,  left 
arm  for  west. 

Line  4.    Extend  right  foot,  bringing  it  down  hard  on  first  "foot ' ' ; 
same  left  except  that  toe  points  quietly.  f 
Line  5.    Take  partner's  right  hand  and  pull  arms  alternately. 
Line  6.    Skip  around  to  right. 
Line  7.    Same  as  Line  5. 

Line  8.    Drop  hands,  bow,  inner  one  step  to  new  partner. 

Merry  Go  Round. 

1.  Young  maid,  young  maid, 

2.  Young  maid,  young  maid  dear, 

3.  Go  get  your  hat  and  parasol, 

4.  The  circus  will  be  here. 

5.  Ten  for  the  big  ones, 

6.  Five  for  the  small. 

7.  Hurry  up,  hurry  up,  or  you  cannot  go  at  all. 

8.  Hop,  hop,  hop,  the  day  is  so  clear, 

9.  For  Anderson  and  Peterson  and  Lundstrum  are  here. 

10.  Hop,  hop,  hop,  the  day  is  so  clear, 

11.  For  Anderson  and  Peterson  and  Lundstrum  are  here. 

Lines  1,  2,  3,  4.   Partners  face  each  other  and  hop  skip  on  place, 
forward. 

Lines  5,  6.     Hop  skip  sideways  on  place. 

Line  7.  Three  stamps  on  each  hurry  up,  first  right,  then  left. 
Inner  partners  quickly  turn  and  take  hands  forming  circle.  Outside 
partners  place  left  hand  on  right  shoulder  of  partner  in  the  circle. 

Lines  8,  9,  10,  11.    Tuner  and  outer  circles  skip  to  right. 


—  175  — 


Chain  Skip  and  Dance. 

A  circle  is  formed  by  couples  half  facing  in  one  direction  and 
half  in  the  other,  arranged  alternately,  so  that  each  couple  is  facing 
another  couple.  Number  the  couples  1,  2,  1,  2  around,  and  the  l's 
are  to  form  arches  for  the  2's  to  skip  under.   Couples  take  hands. 

1.  Walk  three  steps  forward  and  curtsy  on  4. 

2.  Walk  four  steps  backward. 

3.  Walk  forward  taking  hands  of  the  one  opposite,  turn  and 
walk  back  to  place  again  in  6  steps. 

4.  Walk  under  arch  in  two  steps. 

5.  Start  over  again  with  next  couple. 

Ladita. 

Take  partner's  hand  and  step  to  center,  coming  down  hard  on 
outside  foot — four  steps  with  this  foot  in.  Skip  our  faster  in  8  counts. 
Repeat. 

Take  partner's  hands  and  skip  sideways  4  skips,  turn  and  skip  4 
other  way,  again  very  rapidly. 

Today  is  the  First  of  May. 

1.  Today  is  the  first  of  May, 

2.  Today  is  the  first  of  May,  May,  May, 

3.  Today  is  the  first  of  May, 

4.  Today  is  the  first  of  May. 

5.  Adieu  kind  friends,  we  now  must  part, 

6.  Although  the  parting  breaks  my  heart ; 

7.  To  other  cities  gay,  we  now  must  take  our  way. 
Partners  clasp  hands  and  form  a  circle  for  marching  in  couples. 
Line  1.    Balance  step  right,  left,  right  left. 

Line  2.    Balance  step  right,  left,  right,  two  taps  left. 

Line  3.    Balance  step  left,  right,  left  right. 

Line  4.    Balance  step  left,  right,  left,  two  taps  right. 

Line  5.  Partners  clasp  right  hands  and  swing  back  and  forth, 
beginning  to  right  of  outside  partner. 

Continue  this  to  end  of  line  7.  Then  partners  drop  hands  and 
clog  dance  around  circle  in  opposite  directions  until  they  meet  the 
one  who  was  next  to  their  last  partner.    Then  repeat  the  whole. 

Rhythmic  Game  and  Dance.  (Original.) 

Any  4/4  tune.    Face  partners. 

1.  Hop  skip  on  place,  sideward,  8  counts. 

2.  Hop  skip  on  place,  forward,  8  counts. 

3.  Stoop,  clap,  stoop,  clap,  stoop,  clap,  stoop,  clap  (8  counts). 

4.  Turn  from  partner  in  8  counts. 

5.  Link  right  arms  and  turn  in  8  counts. 

6.  Link  left  arms  and  turn  in  8  counts. 

7.  Stoop,  clap,  stoop,  clap,  stoop,  clap,  stoop,  clap  (8  counts). 


A 


Swiss  May  Dance. 


1.  The  cuckoo  is  singing,  the  May  is  here, 

2.  In  the  field  and  the  forest  the  green  leaves  appear. 

3.  Then  dance,  children  dance, 

4.  While  the  sky  it  is  blue, 

5.  Turn  around  and  turn  under. 

6.  While  I  go  with  you. 

Line  1.    Take  partner's  hand  and  run  lightly  to  right. 
Line  2.    Turn  and  run  in  opposite  direction. 
Line  3.    Take  right  hand  and  turn. 
Line  4.    Take  left  hand  and  turn. 

Line  5.  Take  inside  hands,  face  each  other  and  turn  under 
the  arch. 

May  Pole  I. 

Have  some  little  one  sit  on  the  pole  standard  to  hold  it  down. 

1.  Just  walk  forward  around  pole, 

2.  Skip  around. 

3.  Skip  in  opposite  direction. 

4.  Walk  to  center  and  back. 

5.  To  center  and  bow. 

May  Pole  II. 

Green  and  White  Ribbons. 

1.  Greens  begin.  Walk  in  to  center,  then  out,  skipping  one 
person,  then  in  and  out  until  back  in  original  places. 

2.  White  do  same  in  opposite  direction. 

3.  Greens  repeat. 

4.  Whites  repeat. 

5.  When  ready  to  unwind,  the  whites  begin,  but  go  in  the  direc- 
tion opposite  to  that  in  which  they  wound.  Then  greens  and  whites 
alternate  until  unwound. 

Do  exercise  walking  until  well  learned.    Then  skip  it. 

May  Pole  III. 

Grand  right  and  left.  Greens  and  whites  walk  together  in  op- 
posite directions,  weaving,  greens  over,  then  under,  then  over,  then 
under,  etc.    Unwind  in  opposite  direction.    Teach  without  music. 

Skip  Dance.  4/4  music. 
Form  a  circle.  A  leader  goes  to  center  and  with  hands  on  hips 
skips  to  some  one  in  the  circle.  This  skip  is  a  hop  from  one  foot  to 
the  other,  keeping  feet  well  up,  forward.  The  leader  turns  and  is  fol- 
lowed by  the  one  he  skipped  up  to,  and  both  skip  to  another,  turn 
and  are  followed.  Skip  to  another  and  so.  As  soon  as  five  are  in  the 
line  each  one  vanishes  back  into  the  circle.  Four  or  five  may  be 
leaders  and  start  that  many  lines  if  the  circle  is  large,  but  no  line  must 
intersect  another. 


—  177  — 


PHYSICAL  EDUCATION. 

KINDERGARTEN,  GRADES  I,  II,  AND  III. 

Time  to  be  given:  Fn  the  Kindergarten  the  time  is  not  limited. 
Fifteen  minutes  daily  is  the  minimum  in  Grades  I,  II  and  III,  and  this 
time  is  divided  into  two  periods,  one  in  the  morning  and  one  in  the 
afternoon.  Other  recreation — rest  periods — are  given  as  necessity 
is  felt  between  recitations. 

KINDERGARTEN. 

1.  Finger  plays,  dramatization  of  rhymes. 
"Ten  little  soldiers." 

"Little  Miss  Muffet." 
"Five  little  squirrels." 
"This  Little  Cow." 
"Jump  it  lively." 
"Jack  be  Nimble." 

2.  Games  involving  muscular  activity,  playing  about,  simple 
physical  movement.  Walking,  skipping,  slow,  fast.  Contrast  of  move- 
ment to  avoid  fatigue,  active-passive  ;  active-passive. 

3.  Story  plays — the  idea  suggests  the  activity.  Running  along 
suggests  train.    Automobile,    Wind  in  storm.    Play  in  snow. 

4.  Singing  games.  Simple  ones  best,  those  with  but  little  plot, 
but  rhythmic,  light,  artistic,  as:  "Dance  a  little  Partner,"  "Clap  and 
Bow,"  "Pop  Goes  the  Weasel." 

5.  Rhythmic  work,  simple  bowing,  stepping,  running,  and  skip- 
ping exercise. 

6.  Play  with  toys. 

GRADES  I  AND  II. 

Games  of  skill  and  competition  should  not  be  given  to  children 
under  8  and  9  years.  Work  of  these  grades  confined  to  marching, 
rhythmic  work,  story  plays,  and  singing  games  more  advanced  than 
for  Kindergarten. 

1.  Marching  and  skipping  with  singing. 

2.  Same  games  as  Kindergarten,  adding: 
"Now  with  your  hands." 

"Sallie,  Go  Round  the  Stars." 

"One  little,  two  little,  three  little  children." 

"Harvest  Dance." 

"Jolly  is  the  Miller." 


—  178  — 

3.  Allow  the  children  to  suggest  series  of  exercises  for  a  little 
dance. 

4.  Dramatization  of  stories.  More  of  this  can  be  done  in  Grade 
II  than  in  Kindergarten  and  Grade  I.  These  should  have  activities 
such  as  finger  plays,  play  horse,  train,  and  so  on.  Don't  try  dialog 
with  them  unless  they  take  to  it  themselves,  but  don't  force  your 
adult  plan  on  them. 

Grade  II  can  better  dramatize  their  stories. 

GRADE  III. 

Arm  and  leg  exercise,  gymnastics  with  windows  open. 
Marching,  skipping  with  singing. 
Dramatization  of  stories. 
Singing  games.    Any  of  above,  and 
Irish  Washerwoman. 
Chain  Skip  and  Dance. 
A  Hunting  we  will  go. 
Open  the  Gates. 
Hey  Little  Lassie. 
Today  is  the  First  of  May. 
Merry  Go  Round. 

Singing  games  and  dances  are  given  in  the  Teachers'  Manual, 
Book  I  of  Music  course. 

All  work  of  the  primary  department  supplemented  by  games;, 
dances,  and  folk  dances  given  in  various  books  when  additional  work 
is  required. 

Physical  Training  for  the  City  Schools  of  Michigan. 
Social  Games  and  Dances. 

Games  for  Playground  and  School,  by  Bancroft. 


1. 
2. 
3. 
4. 


—  179  — 


HOUSEHOLD  ARTS. 

Home-making'  we  shall  emphasize  constantly  in  both  Cooking 
and  Sewing*.  It  is  not  sufficient,  however,  that  we  teach  the  girls  to 
cook,  sew  and  take  care  of  a  home.  It  is  the  teacher's  duty  and  high 
privilege  to  inspire  the  women-soon-to-be  to  become  home-makers 
and  home-caretakers  that  are  in  love  with  their  work. 

"Lighten  the  burden  of  the  mothers  by  giving  extra  credit  to  those 
girls  who  do  a  definite  part  of  the  home-work  for  a  week — changing 
kind  of  work  at  the  end  of  each  week.  This  regular  home-work  should 
first  be  taught  as  a  regular  class  exercise  in  school.  After  the  class  is 
through  learning  about  tea-towels  and  their  making,  or  the  stacking 
of  the  dishes  and  their  washing — or  any  other  subject — follow  it  up 
with  home-work  assignment.  Keep  in  touch  with  this  outside  work 
by  asking  a  few  questions  in  class  every  day. 

Once  a  semester  give  a  Sewing  Bee  or  a  Luncheon  to  the  mothers 
of  the  girls.  Make  these  functions  as  informal  as  possible ;  put  the 
whole  matter — except  as  to  advice  and  suggestions — into  the  hands 
of  the  children. 

COOKING. 

Based  on  Pirie's,  The  Art  of  Home-making. 
7B  AND  8B. 

While  many  things  contribute  to  health — sleep,  fresh  air,  and  ex- 
ercise, for  instance — the  foremost  consideration  is  food.  It  is  quite  a 
problem  to  know  how  to  choose  it  wisely  from  the  economic  stand- 
point, but  it  is  also  important  to  know  how  the  science  of  nutrition 
can  be  made  to  function  most  successfully  in  our  daily  lives. 

The  work  has  been  so  planned  that  pupils,  who  must  leave  school 
at  the  end  of  the  eighth  year,  will  have  gained  a  knowledge  of  the 
fundamentals  and  acquired  the  practical  ability  to  cook  meats,  vege 
tables  and  deserts  in  their  simpler  forms.  They  will  also  have  learned 
how  to  buy  meats  and  vegetables  and  have  a  knowledge  of  nutritive 
values  that  will  enable  them  to  practice  the  art  of  cooking  with 
intelligence. 

T.    Food  and  Digestion. 

Why  we  need  food — Classes  of  foods — Uses  in  the  body — The 
digestive  organs — How  and  where  digestion  takes  place — 
The  hygiene  of  digestion. 

IT.    General  Rules  for  the  Kitchen. 

Care  of  Equipment — Rules  for  the  kitchen — Dishwashing. 

TTT.    Water  and  Prepared  Beverages. 

Water  as  a  beverage— Water  in  cooking— Tea.  Coffee,  Cho- 
colate, Cocoa — Cold  beverages. 


—  180  — 


IV.  Composition  of  Fruits. 
Uncooked  fruits — Cooked  fruits. 

V.  Vegetables. 

Composition  of  vegetables — Canned  vegetables — Potatoes — 
Green  vegetables — Dried  peas  and  beans.  Vegetable  cream 
soups — Vegetable  salads. 

VI.  Canning  and  Preserving  Fruits  and  Vegetables — Making 
Jellies. 

VII.  Starches. 

Composition  of  Cereals — Effect  of  cooking  on  Starches — 
The  making  of  white  sauce.   The  cooking  of  cereals. 

VIII.  Eggs.   The  cooking  of — Using  left-overs. 

IX.  Milk. 

Composition  and  products. 
Digestion  of  milk. 

X.  Meat. 

Composition  of- — Use  and  digestibility  of  meat — Cuts  of 
meats — Quick,  moderate  and  slow  cooking  meats — Broiling 
meats — Roasting  and  boiling  meats — Stewing  meats — Soups 
and  broths.   Left-over  meats. 

XI.  Poultry  and  Fish. 

Methods  of  cooking  chicken — Fish. 

XII.  Breads  and  leavening  agents. 

Baking  powder  and  other  leavening  agents — Quick  breads. 

XIII.  Yeast  Breads. 

Flour — Cornmeal — Yeast — General  rules  for  bread  making 
— Uses  of  stale  bread.  Sandwiches. 

XIV.  Fats  and  Oils. 
Composition  of  fats — Fried  foods. 
Pastry — Emulsification  of  fats.  Nuts. 

XV.  Sugar. 

Composition  of  Sugar — Candy — Cake  frostings. 

XVI.  Cakes  and  Cake  Making. 

Leavening  agents  in  cakes.   Cakes  without  butter. 

XVII.  Simple  Desserts. 

XVIII.  Gelatin  and  Frozen  Desserts. 

Important  points  in  making  gelatine  jellies.  Frozen  Des- 
serts— Freezing  mixture — Properties  of  salt  and  ice — Freez- 
ing ice  cream — Molding  ice  cream. 

XIX.  Rules  of  Etiquette  and  Serving. 

Table  etiquette — Setting  and  decorating  the  table — A  few 
general  rules — Formal  service. 

XX.  Making  Menus. 

Menus  for  general  use — Menus  for  special  occasions — Serv- 
ing for  special  occasions. 


—  181  — 


XXI.  Household  Management. 

The  part  of  the  housekeeper — Household  accounts — Market- 
ing— Pure  Foods. 

XXII.  Laundering. 

XXIII.  Visit  our  Public  Market.  After  inspection  and  inquiry 
as  to  how  it  is  carried  on,  ask  a  prominent  market-gardener 
to  come  to  school  sometime  to  give  us  a  talk  on  his  business. 
Visit  also  the  grocery  stores  and  meat-markets,  and  ask  the 
proprietors  to  give  talks  to  the  pupils.  Pay  a  visit  to  the 
Stock  Yards  at  East  St.  Louis.  Ask  the  Principal  to  make 
arrangements  for  this  event. 

SEWING. 
7A  AND  8A 

With  the  sewing,  which  will  include  the  application  of  the  dif- 
ferent stitches  in  the  making  of  useful  articles,  darning,  and  patching, 
drafting,  making  and  decorating  underwear,  and  simple  dresses,  we 
shall  include  the  study  of  textiles  and  clothing,  talks  on  the  home,  its 
ideals  in  organization  and  furnishing,  its  sanitation  and  decoration. 
The  aim  throughout  will  be  to  prepare  the  girl  for  home  building  as 
an  institution  of  society  so  managed  that  we  may  give  the  best  and 
most  efficient  citizens  to  the  community. 

I.  The  different  stitches  and  seams. 

a.  Even  basting;  b.  uneven  basting;  c.  tailor's  basting;  d. 
stitching;  e.  half  backstitching ;  f.  hemming;  g.  running; 
h.  running  and  backstitch;  i.  overcasting;  j.  overhanding; 
k.  buttonholing;  1.  slip  or  blind  stitch;  m.  French  seam  for 
damask;  n.  fell  seams;  o.  French  seam. 

Ornamental  stitches :  a.  hemstitch ;  b.  catch  or  herringbone 
stitch ;  c.  feather-stitch ;  d.  chain  stitch ;  e.  outline  stitch ; 
f.  blanket  stitch;  g.  embroidery  knots. 

The  above  to  be  used  in  the  hand-sewing,  in  the  making  and 
decorating  of  different  articles.    Needle  case,  pin  cushion, 
bag,  kitchen  apron,  towels,  cooking  apron. 
Lead  pupils  to  see  why  one  stitch  would  be  better  than  an- 
other in  certain  articles. 

II.  The  study  of  cotton  and  linen  is  taken  up  while  working  with 
the  cotton  and  linen  materials. 

a.  Why  study  the  textiles?  Woman  is  the  chief  buyer  and 
she  ought  to  buy  intelligently. 

b.  Make  a  collection  of  cotton  and  linen  materials. 

c.  Characteristics  and  properties. 

d.  Methods  of  adulteration  and  ways  of  testing  for  them. 

III.  Darning. 

a.  Stocking  darning. 

b.  Grafting. 

c.  Cloth  darning  as  applied  to  the  straightway  tear  ;  bias 
darn  and  corner  darn. 


—  182  — 


IV.  Patching. 

a.  Hemming  on  a  patch. 

b.  Overhanding  on  a  patch. 

c.  Catch  stitching  on  a  flannel  patch. 
Pupils  bring  articles  for  mending  from  home. 

V.  The  study  of  wool  and  silk  is  taken  up  with  the  darning  and 
patching.    Treated  similarly  to  cotton  and  linen. 

VI.  Presentation  of  Sewing  Ma.chine. 

a.  Proper  use. 

b.  Care. 

VII.  Drafting.  The  commercial  pattern  is  used  most  frequently 
as  ;i  time  saver,  but  girls  ought  to  be  able  to  draft  simple 
foundation  patterns  that  can  be  used  all  the  time.  Drafting 
not  only  enables  a  girl  to  change  commercial  patterns  and 
use  them  more  freely,  but  aids  her  in  making  patterns  from 
pictures  for  which  she  cannot  obtain  commercial  patterns. 
Patterns  to  be  drafted: — Petticoats,  drawers,  tight  fitting 
waist  from  which  the  corset  cover  and  nightgown  are  devel- 
oped. (Here  some  of  the  ornamental  stitches,  simple  crochet 
lace  and  tatting  will  be  used  for  decoration.) 

VI II.  The  "History  of  Costume"  is  studied  with  the  making  of 
simple  dresses.  The  girls  are  asked  to  read  up  and  report 
on  the  different  periods— one  on  Egyptian,  another  on 
Greek,  etc. 

IX.  Costume  design  should  be  given  particular  attention,  for 
once  the  girl  knows  the  importance  of  artistic  dress  she  will 
study  her  clothes  and  plan  and  buy  more  carefully.  Some  of 
the  points  to  be  considered  are : 

a.  The  importance  of  artistic  dress. 

b.  The  requirements. 

c.  Unity. 

d.  Dark  and  light  value. 

e.  Value  in  color. 

f.  Color  harmony. 

g.  Lines  and  colors  for  different  figures. 

h.  Fashion. 

i.  Simplicity. 

j.  Appropriateness. 

X.  The  Home.  Much  of  this  topic  is  to  be  discussed  with  the 
girls  during  the  hand-sewing.   Points  to  be  considered: 

a.  Aims  of  a  home. 

b.  Ideals  in  establishing. 

c.  Entertainment  in  the  home. 

d.  Furnishings. 

e.  Decoration. 

f.  Household  sanitation. 


—  183  — 


MANUAL  TRAINING  AND  MECHANICAL  DRAWING. 

Every  man  is  a  better  citizen  for  knowing  about  the  ordinary 
tools  and  how  to  use  them.  No  difference  what  one's  occupation  will 
be,  he  can,  when  the  time  comes,  do  odd  jobs  about  the  home.  Such 
work  will  give  most  men  an  excellent  opportunity  for  much  needed 
physical  exercise,  and,  best  of  all,  will  teach  them  to  appreciate  the 
work  demanded  by  them  of  those  whom  they  call  to  do  the  work 
for  them. 

It  is  not  the  aim  of  the  Intermediate  School  to  make  skilled 
workers,  but  to  arouse  an  interest  in  and  an  appreciation  of  skill  as 
exemplified  in  what  father,  brother  or  uncle  is  doing. 

In  addition  to  the  mechanical  drawing  indicated  throughout  this 
course,  which  shows  what  is  to  be  done  in  the  shop,  there  will  be  a 
parallel  line  of  work  on  projects  that  are  to  develop  the  mechanical 
drawing  side  rather  than  that  of  the  manual  training. 

In  the  last  quarter  of  the  eighth  grade,  the  mechinal  drawings  are 
to  be  used  for  first  practice  in  inking.  A  tracing  and  blue-print  is  to 
be  made  of  some  of  the  drawings. 

SEVENTH  GRADE. 

Group  I.    The  laying  out  process.    Sawing  and  boring. 

Tool  Operations : 

a.  Measuring;  b.  Pencil  lining  with  try  square;  c.  Knife 
lining;  d.  Gaging;  e.  Boring;  f.  Sawing. 
)     Topics  for  Class  Instruction  : 

a.  Use  of  rule;  b.  Use  of  try  square.  Name  parts,  c.  Im- 
portance of  knife  lines ;  d.  Use  of  gage.  Name  parts,  e.  Meth- 
od of  boring.  Sizes  of  bits.  Names  of  parts,  f.  Teeth  of 
saws.  How  they  cut.  g.  Method  of  sharpening  bits  and 
saws.  Use  10c  saws  for  teaching  boys  how  to  file  and  set 
saw. 

Design  and  Construction : 

Two  views  of  an  object,  to  full  scale,  giving  all  dimensions. 

Use  of  board,  T  square,  and  triangles  taught.   Project :  Gam? 

Board,  Marble  Bridge,  Trouser  Hangers,  Home  Projects, 

Home  Repair  Work. 
Group  II.    The  Plane. 
Tool  Operations: 

a.  Squaring  of  stock  to  its  largest  possible  dimensions;  b. 

Squaring  of  stock  to  definite  dimensions ;  c.  Method  of  plan 

ing;  1.  Plane  one  wide  side,  or  face,  smooth  and  true.  (Mark 

1.)    2.  Plane  best  edge  at  right  angles  to  No.  1.    (Mark  2.) 

3.  Take  the  best  end,  square  around  end  with  knife  line, 


—  184  — 


chamfer  on  waste  wood  side,  and  plane  end  square  with  Nos. 
2.  (Mark  3.)  4.  Measure  length  from  3,  knife  line,  saw, 
chamfer  and  plane  squaring  by  working  face  and  working 
edge.  (Mark  4.)  5.  Gage  to  width  and  plane  edge  squaring 
by  face.  No.  1.  (Mark  5.)  6.  Gage  to  thickness  from  face, 
plane  side  squaring  with  No.  2.%  (Mark  6.) 

Topics  for  Class  Instruction : 

a.  Names  of  parts  of  plane ;  b.  Position  for  planing ;  c.  Use  of 
winding  sticks;  d.  End  grain  planiug;  e.  Chamfering;  f. 
Method  of  sharpening  plaiie. 

Design  and  Constrction : 

Drawing  made  from  sketch  on  the  board.  Projects:  Soli- 
taire Board,  Key  Board. 

Group  ITT.    Joining  or  fastening  two  or  more  pieces. 

Topics  for  Class  Instruction : 

a.  Kinds  of  hammers.  Names  of  parts,  b.  Nails — Kinds  and 
sizes. 

Design  and  Construction : 

Drawing  made  from  model  and  from  sketch  on  board. 
The  following  are  the  projects  from  which  the  boys  are  to  choose : 

Seventh  Grade. 

1.  Wash  Stick,  Clothes  Prop,  Wash  Bench,  Bread  Board, 
Bread  or  Salt  Box,  Shelves,  Knife,  Fork  and  Spoon  Tray, 
simple  Bird  House,  Flower  Box,  Flower  Stand,  Wash-line 
Winder,  Broomholder,  Tie  Rack,  Ironing  Board,  Spool 
Holder,  ('oat  and  Hat  Rack,  Key  Board,  Game  Board,  Hai 
Costumer,  Marble  Bridge,  Trouser  Hanger,  Solitaire  Board, 
Umbrella  Rack,  Home  Projects  and  Repair  Work — home 
or  school. 

Eighth  Grade. 

Group  IV.    Simple  Modeling. 
Tool  Operation : 

a.  Method  of  drawing  curves. 

b.  Sawing  curves  with  coping  saw. 

c.  Paring  with  chisel. 

d.  Modeling  with  spokeshave. 

e.  Sandpapering. 
Topics  for  Class  Instruction: 

a.    Method  of  drawing  curves. 

1).    ("oping  and  turn  saw.    Name  parts.  Use. 

c.  Use  of  spokeshave. 

d.  Chisels  and  their  uses. 

e.  Sandpaper.   Use  and  sizes. 


—  185  — 


Design  and  Construction : 
i  Drawing  made  from  model  and  from  sketch  on  board.  Break 

and  section,  long  curve  drawn  through  a  series  of  points. 
Project:    Coat  Hanger,  Hammer  Handle,   Birthday  Cake 
,  Board,  Home  Project,  Home  Repair  Work. 

Group  V.  Gouging. 
Tool  Operations: — Use  of  Gouge. 

a.  Direct  pressure  cut. 

b.  Paring  cut. 

Topics  for  Class  Instruction : 

Kind  of  Gouges.    Names  of  parts.    Methods  of  using  and 

sharpening. 
Design  and  Construction : 

Working  drawing  from  model  and  sketch  on  board.  Pro 

jects:  Pen  Tray,  Coffee  Pot  Stand. 
Group  VI.    Simple  Construction. 
Topics  for  Class  Instruction : 

a.  Importance  of  straight  square  edge. 

b.  Screws — Kind  and  sizes. 

c.  Boring  holes  for  screws. 

d.  Countersinking. 

e.  Lubrication  of  screws  and  brads  with  wax  or  soap. 
Design  and  Construction : 

Working  from  model.  Pupil  has  choice  of  object  to  be  con- 
structed and  may  also  deviate  from  model.  Projects: — Nail 
Box,  Shoe-shining  Cabinet,  Picture  Frames,  Medicine  Cabi- 
net, Screens,  Toys,  Kindergarten  Chairs  and  Tables,  Feeding 
Troughs  or  Bins  for  chickens,  Chicken  Coops  or  Houses, 
Chicken  Brooders,  Fences,  Clothes-line  Posts,  Curtain 
Stretchers,  Wheelbarrow,  Foot  Stool,  Chest,  Taboret,  Fold- 
ing Table,  Hall  Tree,  Lamp  Stand,  Match  Strike,  Comb  Case, 
Tool  Chest,  Magazine  Rack,  Mitre  Box. 

Note  : — Home  Project  and  Repair  Work — school  or  home — 

are  to  be  greatly  recommended. 
Group  VII.    Wood  and  Wood  Finishing. 
Topics  for  Class  Instruction : 

a.  Selection  of  proper  wood  for  the  project. 

b.  Fuming. 

c.  Use  of  filler,  stains,  shellac  and  varnish. 
Group  VITT.    Simple  Joinery. 

Tool  Operations: 

a.  Laying  out  joints. 

b.  Accurate  sawing. 

c.  Use  of  chisel. 


—  186  — 


d.  Making  of  lap,  dowel  and  dado  joints. 

e.  Gluing  and  clamping. 
Topics  for  Class  Instruction: 

a.  The  laying  out  of  different  joints. 

b.  Manufacture  of  glue.  , 
Design  and  Construction: 

Working  drawing  from  model  and  sketch  on  board.  Pro- 
jects:— Foot  Stool,  Magazine  Rack,  Picture  Frame,  Sled, 
Waste  Paper  Basket,  and  an  Elective  r}roject. 

Books  of  Reference. 

Woodwork  and  Carpentry — King. 
Essentials  of  Woodworking — Griffith. 

Correlated  Course  in  Wood  Work  and  Mechanical  Drawing — 
Griffith. 

Hand  Work  in  Wood — Noyes. 
Hand  Work  Instruction  for  Boys — Pabst. 
Furniture  Making — Crawshaw. 
Timber  Bulletin  No.  10— Filbert  Roth. 

Mechanical  Drawing  for  Secondary  Schools — Crawshaw  and 
Phillips. 

Educational  Woodworking  for  School  and  Home — Joseph  C. 
Park. 

Problems  in  Mechanical  Drawing — Chas.  A.  Bennett. 

Shop  Projects  Based  on  Community  Problems — Burton. 

Manual  Training  Magazine — Manual  Arts  Press,  Peoria,  111. 

Design  and  Construction  in  Wood — Noyes. 

Bird  Houses  Boys  Can  Build — Siepert. 

Manual  Training  Toys — Moore. 

Problems  in  Furniture  Making — Crawshaw. 

Problems  in  Woodworking — Murray. 

Furniture  Making — Griffith. 

Projects  for  Beginning  Woodwork  and  Mechanical  Drawing — 
Griffith. 

Grammar  Grade  Problems  in  Mechanical  Drawing. 
Type  Models  in  Woodworking — Laughlin. 
Applied  Drawing — B  r  o  w  n . 


—  187  — 

QUESTIONS  AND  SUGGESTIONS  ON  THE  TEACHING  OF 

HANDWRITING. 

The  importance  of  penmanship  as  a  subject  of  the  curriculum  is 
frequently  underestimated.  The  standards  of  attainment  should  be 
as  definite,  and  results  should  be  as  critically  estimated  as  they  arc-  in 
what  some  may  term  as  more  essential  subjects.  Penmanship  can  be 
made  one  of  the  most  intersting  subjects  of  the  curriculum.  The  fact 
that  results  in  it  are  tangible  makes  it  easy  to  arouse  the  enthusiasm 
of  the  pupils,  and  enthusiasm  in  both  teacher  and  pupils  is  a  prere- 
quisite of  success  in  any  undertaking. 

Do  you  give  as  much  thought  and  attention  to  the  preparation 
of  a  penmanship  lesson  as  you  do  the  preparation  of  an  assignment  in 
geography  or  arithmetic? 

Position  and  pen  holding  are  of  first  importance.  Give  special 
exercise  and  drills  for  them  at  the  beginning  of  a  lesson.  Movement 
(trills  should  be  given  preceding  each  lesson.  They  will  lay  the  foun- 
dation for  good  penmanship. 

Merely  directing  the  pupils  to  imitate  the  copy  of  a  copy  slip  will 
not  be  productive  of  satisfactory  results.  Have  the  pupils  compare 
their  writing  frequently  with  the  copy.  Make  comparisons  as  to 
size,  spacing,  slant,  uniformity.  Use  the  blackboard  often  to  show 
how  the  faults  may  be  overcome.  Instruction  should  be  more  by 
showing  than  by  telling.  Make  the  criticism  positive  rather  than 
negative. 

In  what  grades  should  correct  position  and  movement  receive  the 
greafer  attention  rather  than  correct  form? 

The  form  of  the  writing  is  likely  to  deteriorate  for  the  time  being 
when  position  and  movement  are  stressed,  but  it  will  soon  improve  if 
\  he  drill  is  wisely  chosen,  and  the  speed  which  is  used  is  not  too  great. 

Does  emphasis  on  form  mean  a  sacrifice  of  speed,  and  vice  versa? 

It  is  impossible  to  produce  a  class  of  good  writers,  if  the  effort  to 
improve  is  confined  to  the  short  time  devoted  to  penmanship  itself. 
The  penmanship  lesson  is  not  an  end  in  itself.  If  the  effects  of  it  do  not 
appear  whenever  the  pupils  write,  the  lesson  has  been  useless.  When 
slovenly  written  work  in  other  subjects  is  accepted  by  a  teacher, 
even  the  best  writers  will  grow  careless.  Whatever  the  written  work 
may  be,  attention  should  be  given  not  only  to  the  result,  but  to  the 
equally  important  point,  the  process,  namely  position,  pen  holding, 
movement. 

Practice  in  writing  figures  is  too  often  neglected.  Set  off  a  part 
of  the  regular  penmanship  period  at  intervals  of  not  less  than  two 
weeks,  to  be  given  to  practice  on  figures.  Prom  time  to  time  arith- 
metic papers  and  arithmetic  work  done  at  the  board  should  be  con- 
sidered from  the  standpoint  of  the  figures,  their  form,  size,  and  pleas- 


—  188  — 


ing  arrangement.  The  proper  movement  should  be  used  in  all  work 
with  figures.  They  are  easily  made  with  the  muscular  movement  and 
much  time  is  spent  each  day  in  making  them. 

Many  helpful  quotations  are  found  at  the  top  of  the  pages  of  your 
manual  ''How  to  teach  writing."   A  few  of  them  are  offered  here. 

"Practice  makes  perfect,  if  it  be  perfect  practice." 
"Position  and  movement  are  to  the  penman  what  technique  is  to 
the  musician." 

"Teachers  should  use  only  standard  script  in  all  their  written 
work." 

"Children  are  natural  imitators,  therefore,  teachers  should  set  a 
good  example  in  all  their  written  work." 

"Teachers  should  demonstrate  each  new  letter  upon  the  black- 
board with  good  form  and  movement." 

"Enthusiasm  is  nine  points  in  good  teaching." 

"Do  not  expect  proper  results  with  improper  movement." 

"Have  you  applied  the  standard  test  in  penmanship  to  the  work 
of  your  class  ? ' ' 

"What  effect  does  it  have  upon  the  effort  put  forth  by  the 
pupils?" 

"The  standards  of  speed  and  accuracy  must  advance  together." 
By  applying  the  standard  scale  to  the  writing  of  your  class,  you  will 
possibly  find  that  it  will  be  neccesary  for  you  to  place  greater  em- 
phasis on  either  "quality"  or  "speed"  than  what  you  have  been  do- 
ing, depending  upon  what  the  results  of  the  test  disclose,  in  order  to 
maintain  a  proper  balance. 

Is  a  pupil  who  writes  slowly  apt  to  be  a  superior  writer? 

Is  a  rapid  writer  more  likely  to  be  a  poor  writer? 

Does  rapid  or  slow  writing  produce  greater  fatigue? 

Children  should  be  encouraged  to  measure  their  own  writing. 
Have  you  posted  your  "Standard  Scale  for  Measuring  Penmanship" 
on  the  wall  of  your  schoolroom  so  that  the  children  can  see  it? 

Are  you  furnishing  the  proper  incentive  for  the  motivation  of 
the  work  in  penmanship  to  the  extent  that  you  do  for  the  other 
branches  of  the  curriculum? 

Interest  may  be  stimulated  and  enthusiasm  aroused  by  the 
teacher's  interest  and  enthusiasm — "To  inspire  pupils  is  the  highest 
aim  in  writing";  preserve  and  exhibit  written  work;  prepare  material 
for  exhibits;  addressing  envelopes;  friendly  rivalry  between  rows  for 
best  position ;  make  booklets  of  specimens  of  exercises  and  other  pen- 
manship work;  recognition  of  pupils  making  improvement.  "There 
are  many  attractive  combinations  of  the  push-pull  exercises  and 
spirals,  which  arouse  the  children's  interest,  and  should  be  introduced 


—  189  — 


as  soon  as  a  reasonable  degree  of  freedom  has  been  attained.  The 
pupils  should  be  allowed  and  encouraged  to  exercise  their  own  cre- 
ative ability  after  a  good  example  of  possible  combinations  suited  to 
their  power  has  been  presented  to  them.  The  use  of  colored  inks  re- 
sults in  realistic  butterflies,  flowers,  fans,  quaint  costumes,  turkeys, 
and  other  fowls,  cornucopias,  log  cabins,  and  automobiles,  and  gives 
the  children  delightful  practice  instead  of  tiresome  tasks."  Some 
suggestions  along  these  lines  are  found  in  your  manual. 


MUSIC. 

GRADE  I. 

I.  Nowhere  in  the  first  grade  should  technical  study  be  expected 
from  the  children. 

II.  Teach  by  rote  all  of  the  songs  outlined  in  Teachers'  Manual 
"Progressive  Series." 

III.  Teach  by  rote  other  songs  selected  by  teacher  and  super- 
visor. 

IV.  The  teacher  should  make  the  children  conscious  of  the 
rhythm  by  swinging  or  clapping  her  hands. 

V.  Apply  "so"  "fa"  syllables  to  songs  of  the  first  months  out- 
lined or  known  rote  songs. 

GRADE  II. 

I.  Material  as  outlined  in  Teachers'  Manual  "Progressive 
Series." 

II.  Problems  of  the  Second  Grade. 

1.  Rote  songs  for  pleasure,  musical  interest,  and  musical  ex- 
perience. 

2.  Rote  songs  that  are  to  be  used  as  a  basis  for  further  study. 

3.  Recognition  of  similar  phrases. 

4.  Singing  songs  with  "so"  "fa"  syllables. 

5.  Visualization  drill. 

Til.  The  music  in  the  second  grade  strengthens  the  tonal  and 
time  sense  that  was  awakaned  in  the  previous  grade.  In  addition  to 
this,  the  work  of  the  second  year  is  to  train  the  eye  to  see  graphically 
what  the  ear  and  the  rhythm  sense  have  felt  and  experinced. 

TV.  The  constant  use  of  the  pitch-pipe  is  of  the  utmost  impor- 
tance, and  a  thorough  understanding  of  how  and  when  to  use  it.  No 
song  should  be  sung  (even  though  it  begin  on  3  or  5  of  the  scale) 
until  the  children  have  first  heard  the  tonic  or  home  tone. 

V.  About  five  minutes  each  day  should  be  given  to  rote  singing, 
as  rote  singing,  and  the  remainder  of  the  period  to  the  observation 
songs. 


•h  \\,\\  , ■'; 

—  190  — 
GRADE  III. 

I.  Material  as  outlined  in  Teachers'  Manual,  Progressive  Series 
IT.  Throughout  the  work  of  the  third  grade  rote  singing  and  a 
continuation  of  the  observation  work  and  the  earlier  steps  in  sight- 
reading  should  go  hand  in  hand.  The  purpose  of  rote  singing  is  to 
develop  the  musical  experience  in  tone;  time,  rhythm,  phrases,  and 
melody;  the  observation  work  is  to  familiarize  the  pupils  with  the 
appearance  of  the  written  form  of  the  music  he  is  singing ;  the  first 
step  in  sight  reading  is  the  beginning  of  the  interpretation  of  the 
written  form  of  music. 

III.    Problems  of  the  third  grade. 

1.  Rote  songs  for  pleasure,  musical  interest,  and  musical  ex- 
perience. 

2.  Rote  songs  that  are  to  be  used  as  a  basis  for  further  study. 

3.  Comparison  of  motive  and  figures. 

3.    Application  of  "so"  "fa"  syllables  to  known  songs. 
5.    Time  problems;  the  number  of  beats  to  the  measure,  the 
value  of  rests,  etc. 

GRADE  IV. 

I.  Material  as  outlined  in  Teachers'  Manual,  Progressive  Series. 

II.  The  diatonic  major  scale,  its  structure.  Sharp,  chromatic, 
diatonic  half-step,  flat  chromatic  half-step.  The  quarter  note  beat, 
dotted  quarter  and  eighth  notes. 

III.  In  the  fourth  grade  the  children  should  learn  to  read  music 
with  a  fair  degree  of  facility.  They  should  have  a  good  understand- 
ing of  the  simpler  time  problems,  the  divided  beat,  beat  and  a  half, 
the  equally  divided  beat,  tripets,  etc. 

GRADE  V. 

I.    Material  as  outlined  in  Teachers'  Manual,  Progressive  Series. 
IT.    Two  part  singing. 

III.  Harmonic  Minor  scale,  its  structure. 

IV.  In  this  grade  we  have  a  more  definite  presentation  of  in-  • 
termediate  tones  and  how  represented  by  the  use  of  the  sharp,  flat 
and  natural.    In  the  fourth  grade  they  were  introduced  to  the  effect 
of  the  intermediate  tones  and  learned  their  names. 

In  this  grade  emphasis  is  laid  upon  an  understanding  of  the  no 
tat  ion  of  these  incidental  or  chromatic  tones. 

GRADE  VI. 

I.  Material  as  outlined  in  Teachers'  Manual,  Progressive  Series. 

II.  Review  problems  of  Grades  4  and  5. 
ITT.    Melodic  Minor,  its  structure. 

IV.    Three  part  singing. 


—  191  — 


SCHOOL  ORCHESTRA. 

A  satisfactory  combination  for  school  orchestra  would  be, 
String  Woodwind  Brass 

1  Violin  Flute  Cornet 

2  Violin  Clarinet  Trombone 
Viola  or  Violincello 

Drums  or  tympani 
Piano 

At  least  six  different  instruments  should  be  represented.  Gram- 
mar School  Orchestras  not  only  furnish  valuable  educational  advan 
tages  for  their  members,  but  are  of  great  importance  in  stimulating 
school   spirit,  assisting   in  school   entertainments  and  graduating 
exercises. 

SEVENTH  AND  EIGHTH  GRADES. 
Chorus  (Mixed). 

Chorus  practice  will  include  the  practice  of  sight  reading  in 
nine  major  keys,  as  well  as  the  regular  chorus  work.  The  chorus 
will  give  at  least  one  entertainment  each  year. 

Orchestra. 

The  orchestra  Avill  meet  once  a  week,  special  stress  will  be  given 
to  ensemble  work,  sight  reading,  bowing,  etc.  This  will  be  helpful 
to  the  students  of  various  instruments.  The  object  of  this  class  will 
be  to  unify  and  motivate  the  work  done  with  private  teachers.  It 
will  supplement,  never  supplant,  the  work  done  outside  of  school. 

Glee  Club. 

This  will  be  of  decided  advantage  to  boys'  voices  and  their 
further  musical  training.  The  material  used  will  be  such  as  is  suit- 
able for  boys'  changed  and  unchanged  voices. 

Elementary  Harmony. 

The  course  in  elementary  harmony  will  include  tones  and  their 
transposition  to  different  octaves,  the  major  and  minor  scale  and 
their  transposition,  intervals,  and  the  fundamental  chords  and  the 
art  of  combining  them. 


UNIVERSITY  OF  ILLINOIS-URBANA 


0112  105328386 


